LB 
6 

F954 
ED-P 


UC-NRLF 


^C    31    73fi 


Ustioal  of' the  Progress  of (the  Philippine  Public  Schools,   1910-1921. 


^y 


Fernando  Solidum  Fuentes 
A.B.  1921 

TIESIS 

^jbmitted  in  partial  satisfaction  of  the  requirements  for  the  degree  of 

IIASTER  OF  ARTS 


m 


I^.W.  H^fiT 


Education 

in  the 
nTJAnnjTT?  DIVISION 

of  the 


UJ^:^^PT?c;T'P^'  nv  ^^alifornia 


TVlo^,,    \^1'L 


I. 

%.  statistical  Study  of  the  Progress  of  the  Philippine  Public  Schools,  1910-1921. 


^y 


Fernando  Solidum.  Fuentes 
A.B.   1921 

THESIS 

Suhmitted  in  partial  satisfaction  of  the  requirements  for  the  degree  of 

JiASTM  OF  ARTS 


^"  r.w.  H/^i^r 


Education 

in  the 
GRADUATE  DIVISION 

of  the 
UNIVERSITY  OF  CALIFORNIA 


•  •  •  .. 

••   •  o. 


BDOe,  DEPTl 


51 

■a 


TAELT2  OP   CONTENTS 


Introduction  1-iil 

Chapter  I 

The  Philippine  Public  School   Syotem  during 

the  Spanish  Regiue  1 

Chapter  II 

The  Present  Educational  System  in  the  Phil- 
ippines 9-68 
Part    I 

The  3arly  Beginning  9 

Part  II 

Tyr)e3  of  Schools   "^stahliflhed  13 

Part  III 

The  Administration  and  Supervision         19 
Part  IV 

The   Teaching  Staff  25 

Part  V 

The  Ciirriculum  32 

Part  VI 

School  Buildings  and  Grounds  -41 

Part  VII 

School  Enrollment  arid  Attendance  49 

Part  VIII 

The  School  Finance  62 

Chapter  III 

Progress  o  ;"  the  Philippine  School  System  >;y 

Years   in  Terras  of  Ayrea*    Index  Number  for 

State  School  Syat«m  69 

Bibliography  78 


63809G 


INTRODUCTION 


Hf  contact  with  the  public  Bchoola  of  this  country, 
auid  my  knowledge  of  similar  institutions  in  the  other  coun- 
tries, has  suggested  to  me  various  educational  problems*  This 
knowledge  has  kindled  a  desire  to  find  out  in  what  degree 
these  problems  have  affected  the  Philippine  public  school 
system  and  to  what  extent  that  system  has  solved  those  prob- 
lems. Heretofore  we  have  heard  a  -reat  many  generalize  tions 
about  the  wonderful  progress  of  the  Philippine  public  schools. 
We  are,  however,  living  in  an  ai^e  when  sue-:  mere  generaliza- 
tions woaM  no  longer  hold  unless  authenticated  by  the  actual 
facts.  Further no re,  mere  generalization  will  not  be  of  any 
use  to  the  men  and  women  whose  de  ^ire  is  to  solve  these  var» 
ious  problems  for  the  betterment  and  efficiency  of  the  system, 
We  must  have  adequate  information  and  facts  at  our  command  be- 
fore we  can  expect  to  solve  our  problem. 

It  is  partly  for  this  reason  that  I  go  into  a  more 
detailed  diacussion  in  chapter  II  of  this  thesis  on  the  pres- 
ent Philippine  public  achojl  system.   I  realize  that  I  do  not 
have  something  oriG;inal  to  offer  in  this  work.  If  I  could 
find  out,  however,  just  where  botJi  the  strength  and  the  weak- 


-a   bi.cov 


ii 


ness  of  the  Philippine  public  school  system  lie,  my  work  has 
accomplished  something  which  is  both  useful  to  me  and  to  my 
fello.v  students  who  are  interested  in  the  field  of  education. 

i'or  those  who  are  not  acquainted  with  the  past  ssystem 
of  education  in  the  Philippines,  I  have  briefly  described  in 
chapter  I  the  type  of  public  schools  which  th-  American  army 
officers  found  in  the  Philippines  in  1898,  and  the  degree 
of  education  of  the   Pilipino.  With  this  as  a  starting  point, 
I  discuss  in  chapter  II  the  efficiency  of  the  present  school 
system  in  terms  of  its  organization  auid  administration,  of  its 
financial  support  ani  of  the  seryice  w  ;ich  it  has  rendered 
to  the  people  as  a  whole. 

I  fourjd  that  there  is  a  considerable  def?;ree  of  progress 
but  there  are  also  some  weaknesses  which  should  be  strength- 
ened before  a  certain  mLjcim;^  of  efficiency  can  be  expected 
from  the  public  school  system.  To  the  student,  however,  who 
is  not  acquainted  with  the  general  coiidition  of  the  country, 
such  indioation  of  progress  would  not  mean  anything  unless 
some  means  of  comparison  could  be  provided.  To  solve  this, 
in  chapter  III,  I  prepared  an  index- for  the  Philippine  pub- 
lic schools,  for  a  period  of  ten  years.  This  index  is  based 
on  Ayres'  Index  Number  for  the  State  school  system.  With  both 
the  index  number  for  the  school  aycteia  of  the  State  school 
system,  of  Porto  Rico  and  the  Philippines  for  the  same  year, 
an  adequate  comparison  of  the  eilort  which  these  countries  put 


SMI 


.•    X^i 


tfq   • 


iii 


behind    their  respective   school    systems,    is  made  possible. 

The  question  of  course  is   in  the  authenticity  of   the 
various  data  that  are  here  use^  and  for   this  I  can  only  say 
that  considerable   time  has  been  spent  in  computing  and   in 
checking   the  results  obtainel.   The  data  that  are  used  with 
the  exception  of  the  population  of   school  age  and   some  other 
iaportant  facts   that  are  required  for   the   purpose  of   compari- 
son,  are   all  taken  from  the  reports  of  the  Philippine  Bureau 
of  Bducation  which   cover  the   same  years.    It   should  be  under- 
stood,  however,    that  for  convenience   the    school  years   1911- 
1912,    1912-1913,    and   so   on,    are   indicated   in   the  work  as  only 
1911,    1912,    etc. 

In  closing,    I  wish  to   aclcnowlidge  the  invaluable  sug- 
gestions of  Dr.  P.W,  Hart  in  the  planning  of   the  work. 


CHAPTBR      I 
The  Philippine  Public  School  Systesn  during   the  3panish  Regime 

Although  the  Pilipinoo  had  been  under  Uie  Spanish  rule 
for  300  years  and  enjoy  the  distinotion  of  ha/ing  the  oldest 

1,  5'acts   and  figures  about   the   Philippines   op.   16-21 

university  uiidar    tha  Aiasrican  fla-^:,   yet  when  the  United 
States  government  took   the  Philippines  from  Spain  in  1353,    it 
waB  found   thai  a  great  mass  of   the  Filipino  people  did  not 
have   the  privilege  of  possessing  even   the   si/apleat  eleraencary 
education.    It  is   for   this   res-sor*^  ir.terssting   to   note   that  af- 
ter a  comparatively   short  period  of  oaly  22  years  of  American 
tutelage  of   this  archipelago,    illitercicy   is  almost  wiped  out 
end    to-day   every  Filipino    taices  great  pride   in   oalling   the 
attention  of  his  friends   to   t  e  fact  that  seventy   per  cent  of 

their  people  above   ten  years  of  age,    a.3  over  and  against 

2 
33.59     oer  cent  of   the  tiopulation  of   Spain,    can  read   and   write* 

2.  States.-u-An's  Year  BooJc  fur  1918,    p.   1277^ 

A  further  enquiry   into   the  facts  concerning  the  system 
of  education  in  the   pyiilippines  during   this    three  centuries 
of  Spanish   rule  will   reveal   the   reason  for  this  wonderful 


progress  of   the  Filipinos   in  the  line  of  education. 

The   first  Spanish   expedition  for  exploration  was   sent 
to   ths  Philippines   in  1521,    but  the   Spanish  governraent  paid 
Bo   attention   to    the   education  of   the  natives  until   about 
1863,  Whatever  schools  were   established  during   this   early  per- 
iod of   the    Spanish  occupation,    were  due    to    the   effort  of   the 
various   religious   orders.   As   a  result,    secondary   schools  were 
open  only   'io   ih^  v^&r^  dantcil.i]  csJlsfc**  of  ohildren  whose  parents 
could   afford   to  bear  the  burden  of  educating  them.      Primary 


3,   Report  of   the  Philippine  Commission,    1903.   Part  III,    p. 
670   et.    seq. 


instruction  was  also  given  in  these  schools  but  for  the  most 
part  it  consisted   only  of   the  learning  of   the  rudiments  of 
reli-'ious  instruction.  Moreover,    nearly  all  of  these  schools 
were   located   in  Manila,    and   considering  the  great  difficulty 
of   transportation  during   this    time,    the   attendance  of   the 
children  from  the  other  parts  of  the  archipelaigo  was   entirely 
out  of   the  question.   In  some   towns   the  priests  opened   and 
maintained  schools  for  the  children  in  the  town  that  they 
might  learn  morals   and  religion.   Reading  and  writing,    sacred 
history,    and   in  some   cases,    the    teaching  of  simple  arithmetic, 
constituted   the  whole  curriculum.   The  teachers  were  generally 
all  Filipinos  who  were  Just   as   ignorant   as   their  pupils  about 
the  subject  matter.   As  most  of   the  primary  and  secondary  in- 
struction was  confined   to   the   schools  of  Manila,    the  children 


!M0*iitm    t 


■  i&»itm€ 


i->* 


in  the  towns,  after  completinf^  their  simple  training  in  these 
convent  schools,  did  not  have  further  opportunity  for  higher 
education.  The  "graduates"  either  served  as  "sacristai.s"  in 

the  church,  or  as  clerks,  or  as  teachers  in  their  "home 

4 
echools". 


4.  In  the  Philippines  the  woman  in  the  house  or  the  old  men 
held  reading  schools  In  their  homes  for  the  boys  and  girls. 
These  schools  can  still  be  found  in  some  parts  of  the  islands. 


It  is  obvious  that  this  system  of  schools  was  entire- 
ly inadequate  even  to  meet  the  rudimentary  needs  for  instruct- 
ing catechism.  The  number  of  the  schools  was  so  few  that  only 
a  very  small  percenta-n;e  of  the  children  had  the  op  ortunity 
of  atterwiing.  Moreover,  the  Spanish  people  were  very  careful 
hot  to  let  the  natives  learn  their  language,  and  to  make  this 
effective,  they  took  a  great  deal  of  pain  in  translating  the 
religious  primer  into  whatever  dialect  the  people  of  the  com- 
munity spoke.  As  a  result,  the  masses  of  the  Pilipino  people 
could  not  speak  and  read  intelligently  in  Spanish,  and  the 
various  diversified  native  dialects  were  greatly  and  sharply 
magnified. 

Spain  realized  her  folly  in  neglecting  the  education 
of  the  natives.  She  realized  that  the  success  of  her  colonial 

policy  depended  upon  the  intelligent  cooperation  of  the  people 

5 
in  her  colonies.  In  1863  by  a  Royal  decree,  a  system  of  pri- 


5.  Report  of  the  Philippine  Commission,  1903.  Part  IV,  pp. 
627-635 


-J'Qi 


.  -3G    OK  -       . 


•i^W 


:-ft       A /-■.'-.  t/      f;^ 


mary  public  education  was  ordered  established  throughout  the 
«ntire  Philip'iine  Archipelago.  It  provided  for  erery  5000 
people  one  male  and  one  female  teacher,  or  one  school  for  boys 
and  one  school  for  girls  for  every  5000  inhabitants. 

This  good  intention,  but  utterly  inadequate  provision 
for  an  effective  educational  system,  was  never  realized,  and 
the  type  of  education  that  the  Filipinos  received  was  only 
just  as  good  or  even  worse  than  before.  In  1898  the  facts  show 
that  the  population  of  the  Philippines  was  6,709,810,  and 
there  were  only  1914  teachers, -991  males  and  923  females.  Ac- 
cording to  the  law  the  number  of  teachers  for  this  population 
should  be  1942  teachers  for  each  sex. 

The  entire  school  system  was  organized  into  three  di- 
visions under  the  Department  of  Public  Instruction,  The  first 
division,  the  Superior  or  Secondary  schools,  was  placed  under 
the  chnrse  of  the  authorities  of  the  University  of  Santo 
Thomas;  the  second  division,  the  Elementary  or  the  prepara- 
tory schools,  was  placed  under  the  supervision  of  the  Norraal 
schools;  and  the  third  division,  or  the  Primary  schools,  was 
in  charge  of  the  school  masters  axKi  'Distresses  of  the  towns. 
Theoretically,  the  entire  school  system  was  under  the  control 
of  the  King  of  Spain  through  the  Governor  General  of  the  is- 
lands who  had  a  general  supervision  over  all  the  schools.  In 
actual  practice,  however,  the  ecclesiastical  department  of 
the  insular  government  had  the  entire  control  of  the  school 
system.  In  the  secondary  schools  the  various  religious  orders 


TLMS 


mam   . 


d#aa 


remained  supreme  In  the  management  of  their  schools,  and  the 
"curas"  or  parish  priests  remained  the  supreme  head  of  the 
town  schools. 

With  the  exception  of  the  primary  schools  that  were 
estat)lished  according  to  the  Royal  deer -se  of  1863,  and  the 
normal  schools  in  Manila,  all  the  secondary  schools  were  main- 
tained by  the  various  religious  orders,  by  fees  and  tuition, 
and  sometimes  by  the  aid  of  the  government  of  Spain.  In  most 
cases  these  schools  had  a  v ^ry  high  tuition,  and  consequently 
only  very  few  of  the  children  wer?  able  to  avail  themselves 
of  the  benefit  froia  them. 

The  curricula  of  the  secondary  schools  included  the 


6.  Senate  Document  129   56th  Congress,  2nd  session  Vol.  11, 
p.  29 


following  courses: 

Spanish  aiKi  Latin  grammar. 

31ements  of  rhetoric  and  poetry. 

Elements  of  physical  geography. 

Elements  of  descriptive  Spanish  geography. 

Universal  history. 

Arithmetic  and  algebra. 

Geometry  and  plane  trigonometjry . 

Elements  of  physics,  chemistry,  natural  history,  psychology, 

logic,  moral  philosophy,  general  outline  of  anatomy, 

and  hygiene. 

Some  of  these  courses  were  also  ^iven  in  the  higher 
schools  or  colleges.  In  addition  to  such  preparatory  courses 
in  science  and  philosophy,  professional  courses  were  given, 
such  as  courses  in  medicine,  pharmacy,  theology,  jurispru- 
dence, cannonical  law,  physics,  and  chemistry. 


-ft^ 


r    _.•:'> 


•  r- 

•    *-■ 


sfFei . 


In  the  primary  schools  instruction  was  given  in  the 
following  courses: 

Christian  doctrines   and  principles  of  morality  and   sacred 

history, 
Reading   £,nd   writing. 
Practical  instruction  in  Spanish. 
Elementary   aritiimetic,    comprising   the  four  rules  for  figure, 

common  fraction,    decimal  fraction,    and   instruction  in 

the  metric    systeta  with  its   equivalents  in  the  ordinary 

weights  and  measures. 
Practical  agriculture. 
Rules  of  deportment. 
Vocal  music. 

With  these  purely  academic  and  professional  schools, 
there  were  also  other  technical  echools  which  gave  technical 
training  in  some  lines  of  vocation.  Notahly  tunong  these  were 
the  School  of  Arts  and  Trades,  the  School  of  Agriculture,  the 
Nautical  School,  the  School  of  Painting  and  Sculpture,  and  the 
Theological  Seminaries. 

Prom  this  array  of  courses  end  various  types  of  schools 
it  would  appear  to  an  uninformed  reader  that  the  Pilipinos  had 
had  a  fair  chance  for  education  under  the  latter  part  of  the 
Spanish  rule.  In  theory  the  assumption  v/ould  appear  to  be 
true  hut  there  are  verious  factors  that  may  be  considered  as 
fair  indexes  of  school  efficiency. 

The  ability  of  the  teaching  staff  to  carry  the  work  en- 
trusted to  them  is  one  of  these  indexes.  According  to  the 

7 
Spanish  school  law  only  the  graduates  of  the  normal  schools 


7.  Senate  Document  129   56th  Congress,  2nd  session  Vol.  11, 
pp.  30-31 


would  be  oermitted  to  teach  in  the  elementary  schools.  But 


,r»a. 


Buch  rule  was  never  follov^ed.  The  graduates  of  the  normal 
schools  never  followed  their  profession  as  teachers.  The  sal- 
aries  offered  were  so  low  that  they  prepared  for  employment 


8.  Teachers  were  classified  according  to  the  importance  of  the 
towns  in  which  they  served.  The  following  is  the  table  of  sal- 
aries they  received  per    :.onth: 

Men        Waaen 

Highest  grade,  first  class -  $20,00- -$12.50 

Highest  grade,  second  class-  ------  -15.00-  -  -  -  -10.00 

Intermediate  grade-  -----  -  -  -  --12,50--  -  ---7,50 

Lowest 10.00 6,00 

Assistants 7.50 5.00 

in   the   other  lines   of  work.   Consequently,    most  of   the   1914 

teachers  who  were   found   teaching   schools   in  1898  were  very 

poorly   trained   and   could  hardly  speak   the  Spanish  language  or 

read  intelligently   the  Spanish   texts. 

The  next  thing  that  might  serve  as  a  fair  index  for  an 

efficient  school   system  is   the   types  of  buildings  and   school 

9 
equipment.   The  Spanish  schools  were  all   short  of  these.        In 

9.  Report  of   the  Taft  Gornraission     Vol.    1,    p.    5 

many   cases   there  were  no   school  houses,    no   text  hooks,    and  no 
furniture.   The   schools  were  held   in  the   residences  of   the 
teachers  or  in  the  buildings  rented  by  the  municipalities  and 
used  by  the  teachers   as  dwellings.   Wooden  benches   and    tables 
were   sometimes    the   only  furniture   that-  could  be  found   in  these 
buildings. 

The  law       provided  for  a  corapulsoTy   attendance  of  the 


-■♦a-^a 


GA 


to,3    t ' 


10.  The  law  attached  a  fine  of  from  2  to  3  "reales"  or  the 
equivalent  of  5  and  10  cents  for  every  child  who  was  caught 
not  attending  any  school. 


children  between  the  age  of  seven  and  twelve  except  when  these 
children  were  given  equivalent  training  in  their  homes  or  in 
the  private  schools,  or  when  «liey  were  living  in  places  that 
made  it  Impoasihle  for  the:n  to  go  to  the  nearest  school.  As 
most  of  these  schools  were  in  the  center  of  the  towns,  most 
of  the  children  outside  the  town  were  entirely  neglected. 
Moreover,  the  terra  of  the  school  was  very  irregular,  and  some- 
times the  teacher  who  would  like  to  take  a  vacation  or  to  vi- 
sit soma  othar  friends  in  the  other  to'-^ns,  would  suddenly  close 
his  school  until  he  return-^d. 

This  was  the  general  condition  of  the  educational  sys- 
tem ^ich  the  American  found  in  the  Philippinea  in  1898,  and 
with  the  knowledge  of  the  situation,  h«  inaugurated  the  pres- 
ent system. 


99'&^iS    rts 


CHAPT3R  II 
The  Present  Mucational  System  in  the  Philippines 

Part  I 
The  Sarly  Beginning 

In  the  previous  chapter  I  have  briefly  described  the 
inadequacy  of  the  school  system  in  the  Philippines  from  the 
very  beginning  of  the  Spanish  rule  over  these  islands  up  to 
1898  when  the  United  States  government  took  over  the  city  of 
Manila. 

The  American  army  authorities  quickly  realized  the  dif- 
ficulty of  the  situation  that  was  confronting  them.  They  knew 
that  the  i^reat  mass  of  the  people  w?re  ignorant,  and  the  on- 
ly way  to  solve  the  problem  was  by  giving  the  natives  a  good 
system  of  public  education  that  would  give  tiiem  every  oppor- 
tunity to  show  what  they  could  do.   Pursuing  this  noble  pol- 


1.  Senate  Documents,  56th  Congress,  2nd  session.  Vol.  11, 
p.  37 


icy,  the  schools  in  Manila  were  immediately  reopened  scarcely 
after  three  weeks  of  their  occupation  of  the  city,  and  plac- 
ed  under  the  charge  of  Army  Chaplin  W.D,  McKinnon.  McKinnon 

2.  Ibid.  p.  39;  also  Bureau  of  Bducation  Bull.  Ho.  41,  p.  17 


a*    ■  .'••«'XS:  -i-f'i 


i^.  '  ■,/■  . 


iCX»r«^ 


laarse    bffS 


10 


held  this  office  until  June  1,  1899  when  Lieutenant  George 
P,  Anderson  was  appointed  as  superintendent  of  schools  with 
an  enrollment  of  4500  pupils  in  the  city  of  Manila.  HaTing 
temporarily  in  charge  the  schools  in  Manila,  General  Otis  and 
the  rest  of  the  array  officers  conceived  a  plan  of  extending 

the  educational  facilities  throughout  the  entire  archipelago, 

3 

and   80   in  March  30,    1900      the  military  government  formally 


3»  Brown,   Arthur  J.      "H«w  3ra  in  the  Philippines"     pp. 
241-255;    also  Bureau  of  Education  Bull.   lio.   41,    pp.    17-28 


constituted  the  Department  of  Public   Instruction  for  the  is- 
land,   and  placed  Captain  Albert  Todd  at  the  head  of  the  de- 
partment. Acting  upon  this  new  responsibility,  he  secured  the 
opinions  of  the  other  array  officers  as   to   the  general  policy 

which  the  department  should  follow.  As  a  result  the  following 

4 
points  were  suggested: 

4.   Supra,    >^ote  1,   p.   42 

1)  "That  a  comprehensive  modem  school  system  for  teaching 
elementary  English  be  inaugurated  at  the  earliest  possible 
moment  and  attendance  be  made  compulsory  wherever  practicable. 

2)  "That  industrial  schools  for  manual  training  be  established 
at  soon  as  a  fair  knowledge  of  English  had  been  acquired, 

3)  "That  all  schools  be  conducted  in  the  English  language  as 
far  as  in  any  way  practicable,  and  the  use  of  Spanish  or  the 
dialects  be  only  for  a  period  of  transition. 


»  «% ... 


11 


4)  "That  English  teachers  well  trained  in  primary  instruction 
be  brought  over  from  the  United  States  in  sufficient  number 
to  take  charge  of  the  schools  in  larger  towns. 

5)  "That  a  well  equipped  normal  school  be  established  for  in- 
structing the  natives  to  become  teachers  of  English. 

6)  "That  in  large  towns  at  least  the  school  houses  be  modem 
structures,  plainly,  but  well  and  properly  equipped. 

7)  "That  the  schools  supported  by  the  government  be  absolute- 
ly divorced  from  the  churoh.  If  the  natives  desire  schools  in 
which  religious  instruction  is  to  be  given,  that  they  furnish 
the  entire  supcort  of  same  from  private  sources." 

^Tien  the  first  Commission  was  foraed  in  1900,  Dr.  Pred 
W.  Atkinson  was  made  the  first  general  superintendent  arid  in 
1901  the  Taft  Commission  enacted  a  school  law  which  in  addi- 

5.  Brown,  A.J.   "Hew  Era  in  the  Philippines"   pp.  245-246 

tion  to  defining  the  principles  and  regulations  of  the  publio 
schools,  outlined  also  the  duties  and  powers  of  the  general 
superintendent  . 

Pollowim^  the  policy  of  employing  teachers  from  the 
United  States  in  the  Philippine  service,  the  general  superin- 
tendent through  the  Commission  authorized  certain  institutions 
in  the  United  States  to  select  and  send  teachers  to  the  Phil- 
ippines, As  a  general  rule,  however,  the  practice  was  to  ap- 
point the  individual  who  whs  either  a  normal  or  college  grad- 
uate, or  who  had  attained  an  equivalent  education,  or  who  had 


■+«    Ik 


u 


at  least  two  years  of  successful  experience  in  school  work, 

6 
or  who  had  satisfactorily  passed   the  exai.iination. 


6,  Manual   of  Information,   Philippine  Seinrice     pp.   20-25 
(1904) 


In  1901,    765  American  teachers  were  brought  to   the 

Philippines,    but  due  to    the  prevalence  of  cholera  epidemics 

in  1902  and  various  other  discouragii:g  features  which   the 

stranger  may  always  find  in  the  foreign  land,    some  of  them 

were  disappointed,   A  great  many,   however,    did   some  wonderful 

7 


and  heroic  work  partinularly  during    the   epidemic. 

7.  Bureau  of  Mucation  Bull.  Ho.  41,   pp.  18-19      (1911) 

On  January  1,    1903,  Dr.  31mer  B.  Bryan  succeeded  Dr. 
Atkinson,   but  he  was  taken  ill,   and  Dr.  David  P.  Barrov's,   who 

was    then  the   superintendent  of  schools   in  the  oity  of  ivlanila, 

8 
took     his  place.  Barrows  developed  a  plan     to   suit   the  chang- 

8.  Ibid.   p.   19 

ing  conditions.  The  American  teachers  in  primary  schools  were 
made  supervisors  as  the  Filipino  teachers  became  better  qual- 
ified for  the  class  room  work.  Courses  of  study  were  revised, 
the  distinction  between  the  primary  and  the  intermediate 
grades  was  olearly  defined,  industrial  work  for  all  grades 
was  prescribed,  and  a  uniform  sy stein  of  examination  and  pro- 
motion was  inau-i^jurated.  Dr.  Barrows  held  th-?  office  of  Dir- 


:.%9tltt 


■h»^999Sfm 

orf 


13 


ector  of  Sducation  until  November  1909,  and  durin?:  his  splendid 
administration,  the  entire  school  system  experienced  a  great 
deal  of  prosperity.  It  was  during  this  time  that  the  present 
school  system  in  the  Philippines  received  a  much  firmer  foun- 
dation and  a  broad  and  well  defined  policy  which  is  now  play- 
ing and  will  continue  to  play  a  decisive  rolf^  in  the  forma- 
tion of  the  Filipino  nation.  Since  his  resignation  to  the  pre- 
sent time,  four  different  laen  have  headed  the  Bureau  of  Edu- 
cation and  each  of  their  administrations,  as  we  shall  note  la- 
ter, was  marked  with  more  or  less  success. 

PART  II 
Types  of  Schools  Established 

Following  the  policy  of  preparing  the  Filipinos  for 

9 

self  government,   the  first  Philippine  commission  early  reoom- 

9.  Elliot,  Charles  B.  "The  Philippines  to  the  End  of  the  Mil- 
itary Regime"  p.  59 

mended  the  establishment  of  the  elementary  schools  througJiout 
the  islands,  and  as  soon  as  the  conditions  did  permit,  second- 
ary schools  as  well  as  various  industrial  and  technical 
schools  were  also  established.   The  recommendations  were  fol- 
io. Taft  Commission  Vol.  1,  p.  38 


iemie: 


i^-SM^  ~-  'iOia 


ii^ii 


14 


lowed  very  closely,    and   to   atirnulate   the  municipalities   in 
their   school  building  program,    tha  Insular  government   contri- 
buted  annually   to    th^ir  school   building  fund.     In  1920    there 
were    5.944   schools    throughout   the  Philippines.     Out  of   this 
number   there  were   5,280  primary  schools,    614  intermediate 
schools,   and   50   secondary  schools.     The  graphic  representa- 
tion upon  the  following  page   shows   the  growth  of   the  schools. 
The  actual  number  of  schools  for  each  grade  is  shown  in  Xable 
II  on  page  23. 

The  graph  shows   that   there  was  a  great  decrease   in  the 
numbei  of  schools   in  1913.     This  was  due  to   the  corresponding 
increase  in  the  number  of  the  standard  buildings  which     were 
completed  and  only  used   this  year.     This   standard  building  was 
able   to  house  more  pupils   than  the  old   rented  houses  v/hioh 
were  used  for  school   purposes.     Some  of   these  rented  houses  and 
some  of   the  old  school  buildings  were  abandoned.     During   tnis 
time  there  were  2,480   school  buildings  and   out  of   this  number 
624  were  permanent  bulldins^s.  Another  reason  for  this   de- 

ll. Bureau  of  BIducAtion,    Report,    1919.   Graphic   p.   77. 

creese  was    the  corresponding  decrease  in  the  school   enroll- 

12 
ment,   which  was  partly  due  also    to   the  children's  strike 

12.   Bureau  of  Education,    Report,    1913,   p.    12, 

during   the  school  year.        The  total  annual  enrollment  for  1911 


a^ 


'istiem. 


l£Qi  TC  3  »rfj  j; 


15 


GRAHI   I 

Data  Taken  from  Reports  of  Bureau  of  "education 
for  the  Same  Years  as  Shown  in  Table  II,  p.  23, 


O 

O 

o 

o 

« 


6000 
5500 
5000 
4500 
4000 
3500 
3000 
2500 
2000 
1500 


IQ2 


,  -  1  V 


14366 


r\. 


1911 


3647 


1912 


(  " 


2838 


^      • 


^ 


1913 


•4285 


4118 


4412 


1 


4493 


/ 


4443 


T 


^ 


1 


4589 


1914  1915  1916  1917  191B  1919  1920 


5944 


fears 


the  nu-nber  of  schools  -was  4,404,    was  610,493,   while  in 

13 


when 

1913  the  total  enrollment  was  only  440,050. 


13.  Bureau  of  Muoation,  Reports  for  (1910-11)  and  (1912-13) 
Appendix  No,  4 


i  7-<^tfw    !V4. 


16 


The  apparent  increase  in  the  nuinber  of  schools  in  the 
school  year   1920   is   alno  due   to    th'^   increased   numher  of  chil- 
dren enrolled  during   the  school  year  and   the  nximber  of  the 
standard  "buildings   that  was  completed.   The   total  nuinher  of 
permanent  school  buildings  that  was  used  during  the  school 

year  was  1,046  or  an  increase  of  127   school  buil  lings  from 

14 

1919,  The  total  annual  enrollment  was  691,622  pupils. 

14.  Bureau  of  Education  Report  of  1920,  Appendix  B 

The  Bureau  also  has  charge  of  six  insular  schools  of 
special  types  and  some  experimental  schools  such  as  settle- 
ment schools  and  farm  schools.  These  six  insular  schools  of 
special  type  are  t:  e  Philippine  Kormal  School,  the  Central 
Luzon  Agricultural  School,  the  Philippine  School  of  Arts  and 
Trades,  and  the  Philippine  School  of  Commerce,  the  Philippine 
Hautical  School,  and  the  School  for  the  Deaf  and  the  Blind. 

In  table  I  the  apparent  increase  in  the  growth  andac- 
tivity  of  these  special  elementary  schools  is  clealy  shown 
for  a  neriod  of  fire  years  from  1915  to  1920  inclusive. 

There  were  59  of  these  schools  in  1915,  occupying 

15 
1,350.33  hectares     of  land  and  producing  an  annual  product  of 

15.  Report  of  Bureau  of  Education  of  1915,    pp.   104-106:    and  ' 

1920,  pp.    136-140 

the  value  of  31,746.68  pesos   or  $15,873.34.    The  total   annual 
enrollment  was   5,553  children.    In  1920,   however,    the   total 


t'.  i^-^ 


•i4.> 


Jin* 


:\^ 


number  of   these  schools   reached  251,    and   the   total  area  of 
land   cultirated  was   l.i6,938.95  hectares.    The   total  enrollment 
was  22,384   children,    and   the  value  of   the  annual  product  for 
the  8a;ne  year  was  341,535.42  pesos  or  #170,767.71. 

The   si-nificance   of   this   increase  can  only  mean  one 
thing— progress.   Specifically,    it  means   that  the  8cho>jl   system 
is  offering  opportunities  for  the  children  in  the  more  sparse- 
ly populated  commui  ities  as  well  as   to    the  non-Ghristiaji 
children  in   the  mountain  districts.  By  supporting   these   schools 
with  the  fund  from  the   Insular  goTernment,    the   establishment 
of  these  schools  which  can  reach  and  serve   the  needs  of  the 
children  in  the  remote  regions  of   the  country,    is  made  poss- 
ible. 

'ffith   these  special   elementary   schools,    the  Bureau  aloo 
maintains   schools  in   the  different  parts  of   the   island  where 
the  local  industries  can  be  developed.  These  schools  are 
known  as    the   "Schools  of   the  Household   Industries".   There   is 
still  one  more   system  of   schools  which   the   Insular  government 
partly  supports.   Thes      are  knovm  as   the   "Subscription  Schools." 
The  name  is  derived  from  the  fact  that  they  are  mostly  main- 
tained by   free  voluntary   contribution  from  some  private   in- 
dividuals   and   communities. 

With   these   facts,    and   if   the   efficiency  of   the   educa- 
tional system  can  be  measured  in  terms  of  service,    one  may 
safely   infer   that  through   these  various   schools   the  Philip- 


•3P-i3     'Iv-    1hCs::Jja 


■  J9*  B9 


18 


TABLB     1- 

Agricultural,    Farm,    and  Settlement  i'arra  Schools 
Showins   Types  of  Special  Schools 


A.  Agricultural 

Schools 

Year 

No.  of 
Schools 

No.  of 

Tea.chers 

Annual  dln- 

rollment 

Area  in 

Hoc tares 

Annual  Vjilue 
in  Pesos 

1915 

4 

19 

539 

923.75 

10.953.68 

1916 

6 

31 

837 

1018.76 

10.892.56 

1917 

9 

45 

1086 

1296.00 

18.669.76 

191H 

9 

51 

1473 

1 041 .00 

.'•1.199.23 

1919 

13 

75 

2243 

3880 .00 

79.421.54 

19ki0 

15 

81         2286 

4446.00 

119,482.95 



B.  .Parra  Schools 

• 

1915 

8 

39 

1372 

90.75 

8,039.11 

1916 

10 

43 

1732 

94.45 

7,384.03 

1917 

11 

$1 

2035 

121.90 

12,854.43 

191B 

12 

69 

2363 

168.00 

26,591.99 

1919 

14 

ftO 

2405 

207.00 

30,066.43 

1920 

14 

78 

2207 

285.00 

56,386.42 

1          •          • 

C.  Settlement  Schools 

1 

1 

1915 

47 

71 

3642 

.^35.83 

12,761.89 

1916 

63 

97 

4856 

513.18 

17,697.45 

1917 

104 

165 

8339 

1090.50 

20,726.95 

1918 

117 

202 

d302 

1297.00 

47.669.95 

191^ 

162 

308 

13307 

2316.00 

91,856.32 

1920 

222 

420 

17S91 

7171.00 

165.166.05 

1.  See  page  17 


19 


pine  public   schools  are   trying  to   reach  every  child  and   to 
serve  the  community  in  meeting  its  needs. 

PART     III 
The  Administration  and  Supervision 

The  public   school   system  in   the  Philippines,    like   the 
county  system  in   the  United  States,    is  centrally  controlled. 
As  I  have  previously  stated,    the  Departia^nt  of  Puhlic   Instruc- 
tion was  created  and  placed  in  charge  of  the  general  superin- 
tendent of   schools  during   the  early   part  of   ths  American  ad- 
ministration in  the  Philippines.   Since   that  time   the  depart- 
ment  has  uidergone   some   shanges.   Instead   of  having   the  gen- 
eral  superintendent   take   charge   of   the  whole  department,    it 
was  placed  und-^r  a  secretary,    and    the  Bureau  of  Mucation  was 
created.    The  Director  of  Education  takes  charge   of   the   entire 
Bureau  wirn   the  heljj  of   the  two  assistant  uireotors  &n^  of   the 
five  divisions  which  take  oharge  of   the  general  office  work* 

The  followinj^   chart      and   diagram  v/ill    show  the  Director  in 

16 

his   relation   to   the  rest  of   the  various   school  officers, 

16.  Bureau  of  Education  Report  of  1915,   pp.   10-13 


9 


20 


iChlef  clertr 
{Accounting  division 
iFroperty  division 
'Academic  division 
'industrial  division 
perrBWRl  off ice--'Bui?.dings  division 

Records  division 
'Traveling  inspectors! 

and  instructor*        |— Assistants 


u 

o 
♦» 

o 
o 
u 


Superintendents   of'  {Heads  of  depart-] 
Insular  schools      '  raents r-lnstructo 


rs 


i-Supsrvising 
I   teachers -- 
I 
)i  vis  ion  Super-  i 
intendents ■ 


•Assistant  supervising 
teechers 

Ir^rinci-iala  of  central 
and  "barrio  schools 
and  intf^v!a;^diate 
schools  not  direct- 
ly  under  division 
suoerintendents 


i-Prlncipald  of  higii  and  trade  schoolsLlnstruct- 
and  intermediate  ncnooxs  aiot  un-l   ors 
der  supervisin.'  teachers 

According  to  the  law  which  was  created  by  the  Taft  Com- 

17 
Mission  in  1901   the  Director  of  3duoation  is  given  the  power: 


17.  U.S.  Philippine  Coimaission  Report  of  1900-01,  Vol.  2, 
p,  1?3  et.  seq;   also  Brown,  Arthur  "Htw  ira.   in  the  Philip- 
pines"  pp.  245-246 


1)  To  det. ermine  the  qualifications  of,  and  to  appoint  all  sub- 
ordinate superintendents,  teache  t,  and  clerics. 

2)  To  prescribe  their  duties,  and  up  to  a  certain  limit  their 
salaries. 

3)  To  fix  the  curriculum  for  all  grades. 

4)  To  determine  in  v/hat  town  the  secondary  schools  shall  be 
established. 

5)  To  prescribe  the  plans  for  the  construction  of  the  school 


91. 


»V>'^ 


:S     S'ij 


.Jb»ifa  li 


Graphic  Representation  of  the  Organization  of  the  Philippine 
'■'  Public  School  System. 


General  Office 


Ir.Gular  Goveriiraent 


Legisla^ture 


Director  of  Education 


Superintendent   of   Insular 
Jchaols 


Division   Superin- 


Heads    of    the 
Departments 


I 


Instructors 


Supervising  Teachers 


Assistant  supervis- 

Inr  teachers 


Principals  of  Hif^h 
Schools ,  Trade 

School  instructors 
not  under  supervis- 
iTxrr    teachers 


Principals  of  Central  and 
^arrio  schools  and  inter- 
.lediate  schools  not  under 
the  Division  Superintendents 


Instructors 


r 


21- 

houses   to   be  built  by   the  municipalities. 

6)  To  make  all   contracts  for  school   supplies. 

7)  To  deterraine   the   towns   in  which  English   teachers,    to   be 
paid  out  of  the   Insular  treasury,    shall   teach. 

a);aTo  Tisit  and   inspect  the   school  divisions. 

"The  field  of  orgaiiization  is  now  composed  of  forty- 
one  school  divisions  which  include  the  Philippine  liorraal 
School,    the  Philippine  School  of  Arts  and  Trades,    the  School 
of  Household   Irdustries,    and   the  Department  of 

"Bach  division  is  in  charge  of  a  superintendent  who 
is   responsible   to    the  Director  of  Education  for  the  conduct 
of  school  work  in  his  division lach  of  the  field  di- 
visions  is   itself  composed  of  a  Hvcuber  of   supervisixig  dis- 
tricts under  the  immediate  direction  of  supervising   teachers. 
The  supervisor  is   the  organizer  a:  d  administrator  of  the 

•chools   in  his  district,    and   ia  the  full  mesining  of   the 

18 
term  a  teacher  who  also  supervises   the  school  work." 

18.   Bureau  of  Sducation  Department  of  1915     pp.   10-11 

The  division  isuperinti^ndent,    besiuea    ueiug  fa.  general 
administrator  of    the   schools   in  his  division,   has  also   a 
direct  charge   of    the  high  schools   in  his  division,    appoints 
teachers  for  the  municipalities,   determines   school   sites,    pre- 
pares   reports    to   the  Director,    keeps   records,    and  determines 
the   expenditure  of  the   allottiaent  for  school  buildings.  He 


^MUOti 


22 


conducts  teachers'    institutes,    and  In  fact  does  everything  for 
his  division  as   the  Director  does  for  the  entire  school  sys- 
tem  .   In  doing  this  vast  work,    the  division  superintendent 
is   assisted  by   the  principal   of  the  high  school,    the   super- 
visors  of   the   school  districts,    the   industrial   nupervisor, 

19 
and  hy  a  local  Municipal  Board       composed  of  four  or  six  moA- 

19.   Brown,   A.J.      "B«w  Era  in   the  Philippines"     p.   250 

toers  in  addition   to   the  "prepidente"   or  mayor  of  the  munic- 
ipality who   ia  an   ex  officio  member  of    the   board.   One-half  of 
the  m'^rabers   is   elected  by   the  municipal   council  and    the  rest 
of   the  members  are  appointed  by  the  superintendent  upon  the 
recommeniation  of    the  teachers. 

In  table  II  on  the  following  page  is   shown  for  a  per- 
iod of  10  years,    the  number  of  schools  for  each  type,    num- 
ber of   teachers,   supervisors,    and  number  of  pupils  by  cour- 
ses per  teacher.   The  nu  ber  of  pupils  per  teacher  is  comput- 
ed on   the  basis  of   the  average  daily  attendance.    In  looking 
over  this  table,   we  can  fee  that  Ite  number  of  supervisors 
has   a  tendency   to   increase,  .but  at  the   same   time  the    lumber 
of  pupils,   and   the  ntimber  of   teachers  is  increasing  for  each 
type  of   school,    and    so   if  we  may  infer  anything  from  this 
fact,    we   can  say   that   an  effort   is  boing  made   to   improve   the 
system  of  supervision.   If  we  look  over  the  coluiaii  which  reads 
"number  of  children  per  teacher",   we  find   the  fact  that  there 
is  a  general   tendency  for  a  decrease  in  the  ntimber  of  pupils 


9T»   a-: 


23 


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24 


per  t«acher  in  each  course.   This  means   that  there  io  also  a 
corresponding  decrease  of  supervisory  necessity.   This  caanot 
be  tffken,   howerer,    as  th«  final  infiex  for  an  efficient  su-     i 
pervlsion.   Several  factors  must  toe   tp.ken  into  consideration 
"b'>forG  the  degree  of  efficiency  of  the  syeten  of  supervision 
can  toe  d^terainsd.   A'nong  these  factors   the   -size  of  the  sup-^r- 
visory  field   nny  be  considered  as  one.  A  supervisor  may  be 
well  trained  and   efficient  in  his  work,   but  if  he   tries  to 
cover  a  vary  '^Ide   area  hi 3  vrorlc  coulcl  not  be  effective.  This 
condition  is  beiiif   effectiv^^ly   remedied  in   tii'?  school   system 
in  tJ-ie  Philipoinea.  The  superintendent  of  the  division,   be- 
ing the   ceniral  school  authority  in  his  division,   u«ually  sees 
that   the  nu  iber  of   supervisors   is  generally  distributed   to 
the  district  v/here    they  are  most  needed.    The  second   factor 
whioii  deterainei;    the  degree  of   efficiency   of   the   supervisor 
is  his  knowledge  of   the  various  phasea  of  public   school   ed» 
ucation  and  his  ability  to  demonstrate  and   to  explain  the  best 
a«thod  of  teachirig   to   the  teuchers  under  him.   This  matter 
obviously  depends  upon  the   training  of  the  supcrvrisur.   In 
the  Philippine  educational  system,    tu  meet  this  problem,   a 

*two  year  course  for  supervising  t'jachers  and  principals   is 

20 
HOW  being  given  in  the  Philippine  iioiroal  School."        The   third 

20.  Bureau  of  Education  Report  of  1919     p.   18. 

factor  is   the  system  of   the  supeirvisory  scheme.    That  is,    to 


25 


help  and  to  facilitate  the  work  of  the  supervisors,  the  tea- 
chers should  be  provided  with  some  agencies  for  training 
themselves,  such  as  reading  courses,  teachers*  institutes  and 
meetings.  The  Philippine  supervisory  scheme  does  not  only  pro- 
vide these,  hut  the  Bureau  itself  annually  sends  deserving 

21 
teachers  ahroad  or  to  the  Normal  School  in  Manila  for  fur- 
ther trainini^  in  the  supervisory  field .   In  Decemher  1520, 
45  teachers  were  »«nt  to  the  United  States  and  56  to  the 
Koriual  Scliool  in  '/^anila.  All  the^;^  facts  see::!  to  indicate, 

21.  Bureau  of  Sduoation  Report  of  1920   p.  27 

therefore,  tl.at  even  the  supervisory  system  in  the  Philip- 
pine public  schools  is  far  from  being  efficient,  and  satis- 
factory, but  the  facts  indicate  that  the  Bureau  is  pursuing 
a  definite  program  to  meet  the  future  needs. 

PART  IV 
The  Teaching  Staff 

One  of  the  problems   encountered  by  the  army  author- 
ities in  reopening  the   s  ;hools  in  the  Hiilipplnes  was   the 
problem  of    teachei's..  Most  of   the  Filipino   teachers  who  were    . 
teachinp^  schools  were  poorly   trained,    and  most  of   the  Amer- 
ican teachers  were  discharged   soldiers   sho   also  did  not 
have   the   trairiing   as  well   as   the  proper  education   to   fit 
them  for  the   teacher's   service.   To  meet  this  problem,    the 


d 


»' 

-'X! 


u 


first  Coamiission  authorized   the   employing  of   teachers  from 
the  United  States.   Th«  full  number  was  never  realized,   but 
in  1901,    765   teachers   arrived  in   the  Philippines,  iiore 
teachers  cnme  annually  to   take  the  places  of   tliose  who   re- 
signed.   These  teachers  rendered   a  great  service  for  they  did 
not  only  act  as   teachers   in  the  class   rooms,    but    they  had 

charge   also  of  the   training?  of   the  native   teachers  under 

22 
them.    They  did  also   other  invaluable  work     in   the  community 

22.   Freers,    ^.B.      "The  Philippine  3xperience  of  American 
Teachers"     pp.  97-121 

where  they  worked,    for  they  sometimes  acted   as  nur««s  in 
times  of   epidemic   or  as   adviser  in  matters   of  municipti.1   af- 
fairs.   Their  numbers,    however,   was  destined    to  h*  le?is   and 
less  as    the  years   passed  on.   The  places   are   being  Qiraaually 
taken  by   the  netive   teachers  who   are   trained    both  in  the 
home  land   and  in  the  institutions   of   the  United  States   for 
the   teachinf?  service.    This  fact  is  clearly   shown  in   the   fol- 
lowing  table  which  gives   the   nu  ber  of  American  and  5'ilipino 
teachers   in  the  different  grades   ny  years,    for  a  period  of 
ten  years  fro:!i  1^10   to   1920. 

Fron  this   table  we     ill  notice   that   the   nuiiber  of 
Filipino   teachers   is  inoreasinjt^  in  all  grttdes  while  th3  num- 
ber of  Ainepican   theaohers   is  decrear?ing  in  all  grades   ex- 
cept  in   the   secondary   schools  which  means   that  Ameri-can  tea- 
chers are  more  needed   in   this  branch  of   the  school   system. 


:  tumc 


laT 


87 


TABLJ      III 


American  and  Pilipino:   Rels-tire  ^'uater  of  Teachers    "ngaged 

in  AcadeiEic  Work 


Years 

Primary 

Intermediate 

oeoondary 

aupervising 

Am. 

Fil. 

Alii. 

¥11. 

ATii. 

I'll. 

juU» 

Til. 

1911 

iJl 

526 

295 

366 

118 

"1    C 

148 

15 

«i49 

1912' 

T4~" 

'   654S 

25G 

■'"^'iT'- 

109 

7 

2r.3 

150 

1915 

15 

5585 

166 

494 

153 

4 

^-=6 

115 

1914 

17 

7362 

143 

663 

156 

12 

178 

131 

1915 

14 

7495 

104 

832 

177 

17 

lo9 

175 

1916 

17 

8214 

100 

986 

17  o 

56 

127 

202 

1917 

18 

9498 

07 

142 

606 

62 

113 

208 

1918 

17 

10273 

55 

1722 

239 

111 

66 

272 

19£9 

22 

10891 

33 

2363 

246 

175 

51 

286 

19  ao 

1ft 

l.;59B 

i4 

2912 

239 

2.-7 

51 

350 

1.  Data  tSLken  irom  Rspoi-ta  of  Bureau  of  ]3duo6.i.ion  for   the 
sarue  years. 


The  apparent  increase   in   the  nuiauer  of  Filipinos  in  tiie   au- 
psrrisory  work  can  be  attributed   to  this  fact.  Pilipinos 
who  are   trained   in  the  normal   schoola  in  the  Philippines  and 
in  the  higher  inetitutione  in  the  United  States  are  usually 
glTen  the  supervisory   task,    and  do  not  stay   In  the  regular 
class   room  work. 

The  question  that  naturally  follows  from  this   exist- 
in«^  condition  is    the  ability  of   the  Filipino   to    teach.   Table 
IV  may   throw  light  on  this   problem.   The  facta   in   this    table 
Indicate   that  a  great  majority  of  5'iiipino    teachers  have  a 
very   low  acholastic   attainment.  More   than  82  per  cent  of 
them  ar?     only  high   school   students,    and   about   3  per  cent 
have  not  even  completed   the  Intermediate  grades.   The   tenders 


to 


'^Oll^r-A 


:iAS,  stt^, 


jj     B  J  *; 


>Ba 


39 


TAEL15      rV* 
iCholastio  Attainment  of  Pliiplno  Teachers 


rear 

Interme- 
diate 

High 
School 

H.S.  Grad. 
or  Col. Stud. 

Koxmal  or 

Gol.Grud. 

Holder  of 
certificate 

1911 

71;^ 

29  5 

Hone 

lilone 

None 

1912 

b6% 

42.67% 

1.33?5 

Hone 

lio  ne 

19 1:^ 

49.78;& 

46.64^^ 

3 .  58  i 

None 

Hone 

1914 

38.47,^ 

57.67^ 

3.86^ 

None 

None 

1915 

27.37^ 

67.50,5 

5.03% 

None 

None 

1916 

15.94.^ 

77,84/i; 

6.2i;4 

Xone 

None 

1917 

13.23^!; 

76.89,-^ 

3.12:^ 

3  •  50/(' 

LA.  26^ 

1918 

7  .99/; 

78.78;i 

4. 47;  J 

3.87.  • 

4.99% 

1919 

4.555^. 

80  .1A% 

D  •  O  *^/o 

A, 56% 

5.62;^ 

1920 

2.98% 

42.3n;t 

5.35;t 

4.63,'. 

4.66/^ 

1.  The  data  la  talcen  from  the  Bureau  of  Education  -i^erorts 
for  the  sai.ie  years.  The  result  ixi  '>er  cent  is  o'btain''!!'  by 
dividing  the  number  of  teachers  of  the  same  attaiiment  by 
the  total  nu.iber  of  Jllipino  teachers  ejnploy<?d  during  the 
calender  year.  By  "attainment"  here  is  meant  th<5  academic 
attairjBer-'t  or   the   gratie  vhioh   the   individual  has   oo;  pleted, 


cy»   however,    shows   clearly   that  the  attainaent  of   the  Fil- 
ipino  teachers  is  garadually  i      roving,    a  f&ot  tliat  in  hope- 
ful  for  the  Philippine  public   school  system.    If  vre   look 
Inelc  to   table    5    however,   we  will  notice   that  most  of  the 
Pilinino   teachers   are   engao;ed   in  teaching   the  primary  and 
the   interroediate   grades,   while   the  s;reat  majority  of     the 
teachers   in  the   aecondary   schools   are  Americans. 

It  is  apparent  from  these  fact*   that  the  great  n-^ed 
of   the  Philippine   public   schools   is   native   teachers  of  much 
higher  attainment   and    training,    since   the  American  teachers, 
v.ith   the  exception  of   the  teachers  of  English,   will  be  re- 


'■,",  •    1 «       ~  fi  .<S  ■ 


t  ^  ':  tS  ' 


29 


placed  eventually  "by   the  Filipino   teachers. 

The  Bureau  of  Education  realizes  this  ne«»d,    and  var- 
ious  agencies^^for   training   teachers  are  at  ?r«s(»nt  being 

23.    Bureau  oi'  Sducation  Rei>ort  for  1920     p.    34 

conducted.  Ainong  these  a.-rsncies  are  the  Collepie  of  Muoa- 
tion  in  the  University  of  tie  Philippines,  the  five  Phil- 
Ippii  e  normal  schools,  and  the  normal  coursee  in  th-^  pro- 
vincial secondary   schools. 

Besides  these  schools,    there  are  other  agencies  which 
prepare   the  Filipino   teachers  for  efficiency  in  their  service. 
These   are  the  vacation  assemblies  which  are  held   in  the  sum- 
aier  camp  at  Jiaguio    every   su  insr;    the   suma^r   sohoola  •■.7hich 
are  held   in  a  nu  ber  of  school  divisions   every   sumMier;    the 
nonnai   institutes   which  are  held   in  nearly  all   the   school 
divisions  at   tlie  beginning  of  the  school  year;    the  model 
classes  which  are   conducted   in  a  number  of  nunicipalities; 
and   the  various  reading  courses  and   teachers*  meetings.  But 
one  of  the  iiost  important  schemes  which  the  Bureau  has   to 
help  improve  th«  professional  ability  of  the  i'illpino   teach- 
ers,   is   the  sending  of  a  group  of  J^ilipino  teacher  to   the 
United   otates   every  year. 

In  connection  with   the   training  oi    teachers,    is   the 
problem  of   the   teachers*    salaries.  At  presei.t,    as  is  shown  in 
table  V,    the  teachers  axe   too  poorly  paid.    In  19ii0   the  aver- 
aire  monthly   salary   of    the  m  inicipali teachers  was  forty  pesos 


f#«f»T»    b90BTq 


-au. 


o±   e.f 


mifii&m^ 


S-C.?     s. 


ii  «j.e 


30 


TABLB     V^ 
Average  Monthly  Salaries  of  American  and  Filipino   Teacher* 


rear 

Arerage  Salary 

Municipal  Tea- 
cher in  Pesos 

Average  Salary 
Insul  r  Teacher 
in  Pesos. 

Average  Salary 
American  Teach- 
er in  Pesos 

1911 

17.68 

37.46 

215.29 

1912 

17.68 

39.78 

215.38 

1913 

21.25 

45.33 

230.7-2 

1914 

22.05 

45.33 

218.73 

1915 

22.05 

54.12 

219.58 

1916 

22,38 

53.91 

215.82 

1917 

23.98 

52.99 

208.41 

12ia 

37.49 

57.32 

207.52 

1919 

37.49 

70.79 

258.57 

1920 

40.00 

80.81 

271.48 

1.   The  data  here   is  obtained  by  dividing   the  annual   sum  of 
the  money  paid  for   salaries  by    the  number  of  teachers    em- 
ploye!  in  that  year.   Thus   the  annual  sura  paid  for  the  sal- 
aries  of   th  '  insular  teacliers   is  divided   by    the  total   num- 
ber of  insular  teachers  employed.   The  Filipino   teachers  are 
divided  into   two   groups.  The  insular  teachers  are  teachers 
paid  from  Wie  fund  of  ti;e  in.  ular  goveriim  mt,    and  the  munie- 
ipal    teachers   are  paid    ^-y   th  -  municipality, 

or  #20.   The  insular  teacher  received  an  average  monthly  sal- 
ary of  80.81  pesos  or  $40.40   per  month.    The   smallness  of   this 
salary  cai;  be  fully  comprehended  if  we  look  at   table  V  • 

The  average  salary  of  an  American  teacher  is  271.48 
pesos  or  $185.74,  or  ior«  than  four  times  the  insular  tea- 
cher's average  monthly  salary,  and  more  than  eight  times 
that  of  the  municipal  teacher.  This  wide  discrepancy  in  th« 
teachers'  salaries  can  be  partly  explained  in  terms  of  the 
relativ  ^  attainment  of  the  Filipino  and  American  teachers, 
and   the   fact   that   the  Philippine  CJoverni'ient  has    to   oompete 


iNft 


J».0^    70    toe 


•££it  JisftqCXC^ 


;:iffA 


31 


with  the  salaries  offered   to    the  American  teacher  in  the 
United   States.  But   in  case  of   equal  attainment   Uie   salaries 
of  the  American  teacher  and  the  S'ilipino   teacher  should  be 
about   the  saue.   Sometimes  some  individuals  claim  that  sincft 
the  American  teacher  has  to  live  in  a  higher  standard  of 
living,    that  therefore  he  has    to  be  paid  more    than    -he  Fili- 
pino  teacher.   This  is  a  purely  false  assumption.   The  fact  is 
that  ari  average  educated  Filipino  maintains  just  as  high  a 
■tardard   of  living   as   any  average  American  family. 

The  fact,  ho^rever,  that  the  Philippine  Government  is 
willin{^  to  pay  a  high  salary  to  the  American  teacher  is  in- 
dicative of  the  government's  effort  to  give  to  the  children 
better  instruction,  and  a  chance  to  learn  the  American  ide- 
al  through  these  men  and  women. 

As  table     V        ndicate^,     -iie  mont/ily  average   salary  of 
the   teachers  is  gradually  increasing  from  year  to  year.   In 
the  case  of  the  Filipino   teacher,   however,    the  salary  is 
still  too   small  to   enable  him  to   support  a  family  ar^d  stay 
in  the  service.    It  is  apparent,    therefore,    that  this   is  one 
of  the  weaknesses  of   the  Philippine  public   schools.  Most  of 
the   teachers  do   not  remain  permanently   in   the   service,    and 
usually  leave  at  the  time  when  experience  and   training 
would  be  greatly  needed.  When  they  leave,    inexperienced  in- 
dividuals usually    take   their  pla<5es   and    the   training  has   to 
be  done  over  again. 


••Ixslas  •Ai  dtlw 


al 


n^jau 


33 


Clearly,  therefore,  one  of  the  needs  of  the  Philip- 
pine educational  system  is  a  force  of  yilipino  teachers  of 
good  training  and  higher  scholastic  attainraent.  Bvery  year 
the  Bureau  suffers  a  great  deal  "by  losing  some  of  the  able 
teachers  who  accept  positions  in  the  other  lines  of  work 
which  pay  "better.  The  only  remedy  for  this  is  to  give  them 
a  much  "better  salary  or  some  inducement  that  will  keep  them 
in  the  public  school  service, 

PART  V 
The  Curriculum 

The  policy  that  has  always  been  followed  in  making 
the  curriculum  of  the  Philippine  public  school  system  is 
well  defined  in  the  1918  report  of  the  Director  of  the  Phil- 
ippine Bureau  of  Mucation,  Prom  this  report  I  quote  in  part 
the  following:  "Public  schools  fulfil  their  true  duties  on- 
ly when  they  adapt  themselves  to  the  social  needs  of  the 
time  and  of  the  place  in  which  they  are  established*^  Hence 
it  is  fund'-menta  ly  essential,  in  planning  a  system  of  schools 
or  in  establishing  new  schools,  that  a  careful  study  be  made 
of  the  social  conditions  of  the  community  and  of  the  ideals 
and  the  ixiterests  of  the  people  concerned,  A  system  of  schools 
inaugurated  without  consideration  of  such  conditionfs  or  per- 
petuated without  careful  study  at  frequent  intervals,  must 
prove  inadequate  to  meet  real  educational  needs."  ^ 


V  »'  '-  ■;> 


e-sjoc 


V        i  /;  i* 


a i» .  .   i  ■  i  Vi?">m-V^' 


:s    0a»1il- 


•irta  «imi-J 


M 


24.  Bureau  of  Education  Report  of  1918     p.   18 

In  the   effort  to  foll«rw  closely   this  policy  of  giving 
instruction  to    the   children,    educators  in    the  PhilipT^ines 
have  been  studying   the  condition  of  the  country  for   the  last 
twenty- two  years.    Their  aim  is   to  found   schools  and   to  pro- 
duce courses  of   study  that  will  meet  the  needs  of  the  peo- 
ple of  the  counxry. 

In  building  the  courses  of  study  certain  principles 
have  been  followed,    and  here  I  quote  aigain  from  the  1918  re- 
port of  the  Dieector.    "To-day",  he  says,    "educational   theory, 
based  on  physiologloal,    psychological,    and  sociological 
studies  of  children,   leads  definitely   to   the  conclusion  that 
elementary   education  should  be  nearly  uniform  in  character 
for  all.    ....  By  the  time  the  period  of  adolescence  is  reach- 
ed,   the  child  will  have  been  acquainted,    in  a  general  way, 
with  the  world's  most  important  interests  which  will  allow 
him  to  employ  his   nowers  more  or  less   effectively.  He  will 
have  been  made  conscious  of  the  common  forms  of  vocational 
activity,    and  h*^  will  have  gotten  a  glimpse  of   the  roads 
that  lead   toward   these  forma.   The  youth  who  has  just  en- 
tered  the  state  of  adolescence  should  not  be  forced  into 
a  life  career  nor  should  he  be  left  to    plan  his  life  csi- 
reer  alone  and  unguided," 

"In  t^e  elementary  school",    to  quote  further  from 
this  report,    "the  child   needs  and  instinctively   seeks   some 


oc 


>5 


-oe 


.SJi^itatSJ.? 


34 


older  person  to  advise  him,  and  to  choose  for  him,  a  fixed 
and  definite  curriculum,  is  advisable  and  defensible,  V/hen 
the  etxident  "beconies  an  adult  with  trained  Judgment,  no  one 
should  presume  to  prescribe  far  him  a  definite  course  of 
procedure.  But  during  the  transitional  period — the  period 
between  dependent  childhood  and  independent  maturity- -there 
should  be  a  gradual  training  in  choice,  a  gradual  relaxa- 
tion of  external  autv^ority  and  direction,  and  a  gradual  in- 
crease in  the  exercise  of  his  own  powers  of  formulating  anal« 
ysis,  judgments,  and  volitions." 

With  this  definite  principle  in  mind,  and  with  the 
knowledge  of  the  general  coiidition  of  the  country  auid  its 
people,  three  types  of  study  have  been  evolved  in  the  Phil- 
ippine public  schools — one  for  the  elementary  school  pupil, 
one  for  the  secondary  school  pupil,  and  one  for  the  college 
or  the  university  student. 

In  planning  these  three  types  of  study,  however, 
provision  for  gradual  transition  from  one  type  to  another 
has  been  introduced,  and  constant  changes  to  meet  the  re- 
quirements have  been  made  from  year  to  year. 

The  w'r'ole  field  of  study  is  divided  into  two  groups— 

25 
the  elementary  and  the  secondary  groups.   The  first  group 

25.  Bureau  of  IMucation  Bull.  No.  7 

is  divided  into  two  courses-- the  primary  and  the  intermed- 
iate. The  primary  course  is  composed  of  the  first  three 


b&xs. 


9'1 


-Idxts  ■D£ll■:^i;Xl/!Irxf5*t 


o>v 


fttrrty  loEKfa; 


,'::5»va;. 


tcMiliEeo^ 


35 


grades,  and  upon  the  satisfactory  completion  of  this  course 
the  pupil  is  transfered  to  the  intermediate  course.  In  this 
second  sta^s  of  the  child's  instruction,  opportunity  for 
Tarious  exposvires  to  some  particular  line  of  training  Is  pro- 
vided. The  course  which  is  composed  of  three  /grades  is  so 
arranged  that  a  pupil  who  chooses  or  enrolls  in  a  definite 
vocational  course,  can  have  sufficient  training  after  the 
completion  of  the  course  to  prepare  him  for  his  life  voca- 
tion. The  graduate  of  the  intermediate  can  go  to  the  high 
school,  and  pursues  the  line  of  study  which  he  has  been  fol- 
lowing in  the  intermediate  grade,  or  if  he  takes  the  yaoa- 
tional  course,  he  can  inmediately  transfer  and  pursue  his 
study  in  the  school  of  Arts  and  Trades  in  Manila  or  in  the 
school  of  Agriculture  in  Los  Banos,   The  teaching  course 
was  previously  given  in  the  intermediate  grade,  "but  with  the 
«3ry  for  more  highly  trained  teachers  and  with  more  material 
available  for  higher  grades,  the  course  has  been  recently 
eliminated. 

The  secondary  coursf^  is  given  in  the  Provincial  high 
schools  and  in  the  Insular  schools  of  secondary  character. 
The  field  of  study  is  divided  into  a  general  course,  a  teach- 
ing or  normal  course,  a  commercial  course,  a  trade  course, 
end  a  course  in  surveying  and  a  nautical  course.  These  cour- 
ses are  given  not  only  to  prepare  the  students  for  advanced 
instruction  in  the  technical  schools,  in  colleges,  and  ia 


iCfB    ftffS     ,*^^f^ 


bm%aM^i  a 


STOI3  r'itw  btiM   »^»rfw»» 
.  .^fi  s«xac 


(ftil  «»rfl' 


•M  **?•?   i^** 


the  University  of  the  Philippines,  but  also  to  give  them  a 

26 

certain  amount  of  technical  training  to  fit   them  for  life. 

26.  Bureau  of  Mucation  Bull.   26.    p.   7 

Beginning  with  the  intermediate  grade,    all  promotion 
is  based  upon  a  general   examination,   which  is  given  at  the 
end  of   the  school   terra,    in  all  subjects. 

An  average  of  7S/»  ia  required   to  pass  the  course.  Re- 
cently a  satisfactory  mark  in  Snglish  is  required  in  the 
high  school  course  before   the   student  can  be  promoted.    This 
recent  ruling  is  rather  remarkable  in  that  it  shows   the 

trend  of  thought  of   the  general  Pilipino  public  in  regard   to 

27 
the  making  of  iSn^lish  their  oom^^aon  lanj-^age. 

27.  Bureau  of  Education  Report  of   1920     pp.    18-20 

The  accompanying  chart   shows   the   subjects   taught  in 

the   three  courses: 

28    . 
Primary  course  (Grades  I,    II,    and   III) 

Language:    (Spelling,    reading,    arid  writing.) 
Arithmetic:   All  combinations  of  nuraber  from  1   to   100. 
Geography:   General  inrormation. 
Supplementary  instruction  in  citizenship. 
Industrial  work. 

Intermediate  course^ 

Language  and  graj.imar:  Element  of  grammar  and  compo- 
sition,   text  book  and   supplementary   readings. 

Arithmetic:   fundamentals  of  inte:?;ers,    compound  and 
decimal   fraction,    and    the  metric   system. 

Geography:   Advanced  geography. 

Science   studies:   Animal,    and   plant  life,    physio logy» 
and  hygiene. 

Government:   Government  of   the  Philippines  with  par- 
ticular  emphasis  on  municipal  and  provisional 
Eoverm^ent. 


-6; 


«    fiA 


37 


Industrial  work. 

30 
The  secorKiary  course 

Literature:  Advanced  grammar,  proa-^  and  poetical 
selection,  com.o.'sition,  rhetoric,  study  of 
drama, novel,  and  essay. 

History:  Ancient,  mediaeval,  American  history,  colon- 
ial history,  aixd  civias. 

Mathematics:  Algebra,  plane  and  solid  geometry,  trig- 
onometry, surveying. 

Science:  Botany,  zoology,  physical  geography,  geol- 
ogy, physics,  chemistry,  and  agriculture. 

Language:  Latin,  Spanish,  French,  and  German. 

PoliticcT    economy,    corainsrcial   lav,    elementary  econosu* 
Ics,   bookkeeping,    practice   teaching,    indus- 
trial  subjects. 


28.  Bureau     of  :f5ducation  Bull.   No.   7,    p.   10-11  -imm-- 

29.  Ibid. 

30.  Bureau  of  Education  Bull.  Ho.  26,  pp.  7-12 

Both  in  the  intermediate  and  in  the  secondary  schools 
the  study  is  arranged  by  courses,  as  tha  general  course,  the 
teaching  coursa,  the  tra-^e  course,  the  household  art  course, 
and  the  commercial  course,  3very  student  who  enrolls  in  any 
one  of  these  particular  courses,  has  to  follow  tha  program 
prescribed  for  that  course,  and  if  any  change  is  wanted  by 
the  student  or  if  he  wishes  to  transfer  from  one  course  to 
another  he  has  to  apply  for  the  approval  of  the  superintend- 
ent through  the  principal. 

The  question,  of  course,  is  whether  such  an  arrange- 

Bi«nt  of  the  program  of  studies  does  not  interfere  with  the 

individual  initiative  in  the  selection  of  subjects  which  h« 

wishes  to  take,  and  whether  it  is  so  arranged  so  that  in  case 
of  transfer  from  one  course  to  another  the  pupil  will  not 


It 


-^OfO 


fr{099tt 


tarni. 


-Jk-. 


ic 


3a 


lose  anythixig. 

Personally  I  azn  Inclinad.  to   think  that  this  scheme  of 
arranging  the  courses  does  not  In  any  way  interfere  with  the 
pupils  initiative.   In  the  first  place   the  pupil  has  to  enroll 
himself  in  some  kind  of  course,    and   it  would  be  much  better 
for  him  to   enroll  in  one  of  the  courses   that  is  definitely 
planned  for  him  through  his  intermediate  and  high  school 
years   rather  than  to   pick  up  at  random  any   subject   that  he 
wishes   to   take.   The  scheme  allows   the  student's  initiative  to 
function  in  the  choice  of  a  definite  course  that  is  well  plann- 
ed for  him,    and  his  future  career.  Again,   as  a  general  rule  the 
children  at   this  age  are  not  careful  of  vdiat  they  are  going 
to   study.   They  are,   more  or  less,   dependent  ux>on   the  suggestion 
and  guidance  of  their  teachers,   or  their  principal  or  some  of 
their  parents  and  friends  who   tell   them  that   they  are  well 
fitted  for   this  career  rather  than  for  that  career.   It  would 
be  much  better,    therefore,    to  have  men  who   are   trained   and 
expert  in   theso  particular  fields  of  study  outlined  in  the 
course  for  them  and  c^ive  them  the  necessary  guidance  in  the 
choice.  As  for  the  ca«e  of  transfer  which  might  be  made  af- 
ter the  pupil  has   already   started   th^  course,    the  pro:jram  is 
so   arranged      that   thiti   could  be  done  without  much    time  lost 

31.  Bureau  of  Education  Bull.   Eo.   26,    pp.   7-11 

on  the  part  of  the  •tJt»dent# 

page   39 
In  table  Vl/t4ia  relative  number  of  children  enrolled 


bll 


ei 


teXX. 


.?nM#^«  »«< 


saiis 


39 


TABI3     VI-^ 
The  3nrollmlBnt  of  Intermsdiate  Pupils   by  Courses 


year 

General 

Teaching 

Trade 

i'ar.aing 

Houseieeping  and 
Hounehold  Arts 

1911 

16.806 

731 

1285 

544 

392 

1912 

13,855 

3116 

2032 

1955 

1403 

1913 

13.121 

3706 

2293 

3287 

2635 

1914 

1153 

1915 

21.198 

5328 

2932 

1163 

608 

i9ie 

23,129 

7412 

3582 

1380 

5917 

1917 

36.526 

7237 

3510 

1662 

7505 

19  IP. 

35.999 

1861 

300 

1721 

9449 

1919 

41,053 

41 

2607 

1947 

11,744 

1920 

52,^71 

2511 

2068 

15,550 

1.  Data    taken  from   the  Ar>per.dixe      of   the  Bureau  of  Education 
Reports   of   the  same  years.    In  the  year  1913   the  data  v.aa   not 
glTen,    and    the  teaching   couTtse  vras    taken  out   since  191S 
from   the   curriculuin  of   the  intermediate  grade. 


oy  couraea  in  the  inter:nediate  gr.de,   for  a  period  of   ten 
years  is    !>hov7n.  From   tiiis   table  we  raa.y  infer  that  the  general 
tendency  to  an  increase  in  enrollm -nt  is  toward    the  two 
courses,    the  general   course  ard   the  course  for  household 
arts.   T>ie  enrollment  of  the  latter,   however,    is  composed 
wholly  of  girls,    while   the  enrollnent  of   the  foiiaer  is  com- 
posed of  both  sax«s«   The  enrollment  in  both  the  trade  and 
fanning  courses  seems   to  remain  constant  while  the  enroll- 
ment in  the  teachin:";  course  reached  its  nigheot  limit  in  the 
calenAar  year  1916   to   1917  and  gradually  dropped  down  until 
it  had  only  an  enrollnient  of  41  pupils  in  the  calendar  year 
1918   to   1919,    The   reason  for   this   is  probaoly   the  fact  that 
the  teacher*  profession  is   the  lowest  paid  profession  in  the 


40 


Philippines.  And   since   the  conuTiercial  field   is  offering   a 
comparatively  much  better  retura,    a  great  many  of  tkie  pupils 
enrolled  in  the  general  course  »ahere  they  could   study   the  sub- 
jects which  are  prerequisite  to   the  oonmercial   course  offer- 
ed  i  ^   the  hi^h  schools   and  in   the   oolleg«s-.-a  faot  which   is 
a  clear  warnin^r  to    the  Bureau  of  Mucntion. 

The  graduates  of   the  high   schools  can  either  go   to 

32 

the  Inssular  teclinical  schools  and  private  colleges,   or  en- 


32.  In  the  Philip  -ines  there  were  in  1919,  157  private 
primary  schools,  90  intertnediate  schools,  35  high  schools, 
and  18  colleges  recognized  by  the  government. 
J'acts  tnd  Figures  about  the  Philippines,  p.  21 


ter  tiie  University  of  the  Philippines  wnich  is  giving  cour- 
ses in  liberal  arts,  science,  educatioii,  medicine  and 
surgery,  dentistry,  phanaacy,  agriculture,  veterinary  sci- 
ence, engineering,  law,  forestry,  music,  and  fine  arts. 

Lastly,  one  of  the  most  important  parts  of  the  Phil- 
ippine public  school  system  is  its  system  of  physical  educa- 
tion. The  system  of  phyeical  training  has  developed  from  a 
mere  random  play  outside  the  class  room  in  the  early  beginn- 
ing of  the  pres'^nt  school  system  into  one  of  the  most  impor- 
tant inteo;ral  parts  of  th«  public  school  curriculum.  From 
the  fourth  f^rade  of  the  elementary  schools  through  the  high 
school,  every   pupil  is  required  to  have  at  least  a  75  per 
cent  rating  in  physical  education  before  he  can  be  or  she 
can  be,  promoted.  This  does  not  mean,  however,  that  the  pupil 


.ov 


y. 


41 


33 

must  develop   technical  skill.   This   is  not  the  direct  aim. 


33.  Bureau  of  Bducation  i^eport  of  1920,    pp.    40-42 

of  physical   trc.ininf^  ao   it  is   conceiYQd  inthe  Philippines, 
but  rather   to  deyelop  and   to   remedy   the  defects  oi"   the  body 
of  all  the  pupils   through  a  well  rejf^rulated  system  of  both 
indoor  and   large!:    outdoor  exercise  i^ere  everybody  partic- 
ipates. 

To  make  this  prograra  of  physical  training  ^jffective, 
play  ground   inc true  tors  are  being  eapecially    trained   to   take 
charge  of   the  play  groimd  movenent  which  is  beiur  rapidly 
introducei    ti  rou^hout  .the  entire  islands.  Out  of   these  group 
exercises  girls  and   boys  who   show  special  fete  in  physical 
ability   are  s   lected   to   compete   in    the   interscholastio   and 
interprovincial  athletics  which  are  held  every  ye^-r  i).  the 
provinces  and  in  Manilo,   In  addition  to   thes^^   various   con- 
tests  th9  "Philippine   Interscholastic  Afisociation"   competes 

with  the  various   athletic  associations   of   the  far  Eastern 

34 
oountriss. 

34.  Bureau  of  i5ducetion  Reports  of  1920,   p.   42 


PART     VI 
School  Buildlcfra  and  GrourKfs 

One  of   the  problems   that  wafl   encountered   in  the  early 


ir 


::e    'GolnrfD»;f   <Tci9r9b  iBStss 


'■VGtV 


*e 


■.i^Oii- 


48 


reorganization  of  schools  was  the  problem  of  school  "build- 
inj?s.  The  first  school  houses  were  the  old  schools  or  some 
old  Spanish  chapels  that  were  used  as  barracKS.  In  some  ca- 
ses, classes  were  held  in  the  open  air  und-Br  som-  ahadas  ox 

35 
traes. 

55.  Burea4  of  ^ucation  3ull.  .'^7,  p.  12 

The  school  author! tiss  imnediately  saw  the  problem 
and   the  policy  t  j   encourage   the  building  of  permanent  build- 
ing,   WHS   early  launched.   Th«  Insulur  goverriiuent  passed   legis- 
lation after  legislation  appropriatin,-:;  thousands  of  pesos 
(one  peso   equals  fifty  cents   in  Aiierican  moi:iey)   for  the  build- 
ing fund.    In  1906,    350,000  pesos  v/as  appropriated  for  the   e- 
reotion   of   the  intermediate  and    the  hijjh   school  buildings, 
and  in  the  next  year  a  sum  of  650,000   pesos  was  added    to    this 
amount.    In   this   same  year  a  very   notable   evant  in  the  his- 
tory of   the  Philinpine  tjublic   school  system  occurred.    The   In- 

36 
sular  govern uent  appropriated   1,003,000  pesos       Tor  the  erec- 

36.   Ibid.   pp.    13-14 

tion  of   "oa  rio   schools.  All   together  with   the  other  saialler 
bills   the  amount  reached  4,149,000   pesos  or  #2,075,500   in 
1911. 

In  plannin;;  for   the  building  of   school  houses   it  was 
necessary   to   use  the   t.  pe  of  buildings   that  is   simple  but  at 
the  s&ae    time  will  give  maximtua  efficiency.    The  materials 


m«  « 


Siavr 


SjtiiJ 


•oea 


43 


should  te  also  of  "the  type  that  would  withstand  the  Philip- 
pine weather.  In  pursuance  of  this  policy,  the  following  points 
are   considered  as  guides  to  the  "building  program: 

The  prei>aretion  of  a  *st  of  standard  rlanr^  whinh  pro- 

37 
Tide  for  a  "unit*  cystam  of  construction. 


37.   By"uuit''    is  meant   that   the  first  unit  of   the  building 
."lay  br;  built,    and   in  case   the   noinimuiity  grows,    anoth'?r  unit 
may  be  added   to   it  vit.iout   itijury   to    the  original   structure, 


The  selection  of  suitable  sites 

A  preparation  for  a  creditable  and   a  decent   standard 
for   temporary  buildi;  rs, 

A  plan  for  the  proper  care  and  maintenance  of  school 
houses   and  ^irounds. 

A  plan  for  equipping   the  school  building  with   Ihe  nec- 
essary furritwre   and  apr)lianGea  of  simple    out  substantial 
charactt?r. 

In  order  for  the  municipality  to   obtain  the  instilar 
buildinc^  fu/rl,    "he  amnlcip?!   council   should   RT»r)ly  for  It. 
The  application     shouM   state,    and   tbis   should  be   certified 


38,  Eure&u  of  iiducaticn  Bull.   l^o.    3,    pp.   30-32     School 
Buildings  and  Grounds 


by   the  division  superintendent,    the  nui:;ber  of  attendance 
which  vnust  rer.ain  not  below  forty  pupils,    tiie  amount  of  lo- 
cal fu!:d    that   is  available  for  the  building,    and   the   site  of 
the  proposed  building.    This  application  is  subiiltted   t)>rough 


a;^^ 


i» 


-eJ^^--: 


iliOe: 


44 


the  Provincia.!  Board   to    the  Director  by  the  division  super- 
intendent.   When  the  allottment   is   received,    conatruction  must 
begin  after  a  reasonable  period  of   time  or  the  allottment 
will   be   osncelled.    The   construction  of    thie  kind  of  build- 
ing is  undertaken  by   the  Bureau  of  Public  Wor'K:s»    and  under 
the  inspection  of   the  director   through   the  BuilAlnf^  Division. 

iflien  this    system  of  allottment  was   introduced,    a  great 
deal    of   local   stimulus  was   (^rented.    ~ach  municipality  desir- 
ed   to   get   its  part  and   every   v^ffort  was  made    co   raise   its 
nortion  of   the  quota. 

The   sources   from  K^iish   the  fflur:icipality  <^et8   its   funds 
are  the  followin^^: 

One   per  cent  of   ttie   aaaeasel   valuation  of  land,    build- 
in<?s,    and   improve-nents j   one-half  of  all    the  proceeds   of  ths 
Internal   revenue    tax;   donations  and  voluntary  contributions. 

As  a  general    cule  the  people  la  the  connaunity  have  been 
▼ery  generous   in   their  oontrinutior   to    this  fund,    and    so   this 
last  item  often   aaounts   to    a  conaldarable   sum.  With   the  fund 
derived   from   these   three  sources,    t   5  municip^al  council, 
which  has  char'T-e   of  the  expenditure  of   the  general  municipal 
school  building  fund, often  adds   to    this   fund   any   surplus 
aaount  from  ths   (general  fund.  Ihen  the  necessary  fund   is  al- 
ready realised,    the  expenditures  of  ths  sum  allotted   Is  plac- 
ed under  t  e  discretion  of   the  division   sunerintandent  pro- 
viding,  ho^'irever,    that  he  does  not  go  beyond   XX^e  estiioated 


n-^ 


la  few 


r  7V     ej 


48 


sum . 

With   this  method  of  tir.pjpcinq  the  creetiop  of  Bchool 
"buildinf?:8   the  preserit  number  of  permfinent  "buildings  was  made 
possible.   In  many  cases   some  municipalities  are   too  poor  to 
provide   enough  money   to   build   a  decent   achool  building.   But 
with   the  aid   of   the     Insular  goverrcnent,    the   educational  fi- 
nancial burden  between  the  di  fferant  municipalities   is  not  only 
equalized,   but  the  stimulus  which  makes  ftvery  community  do 
its  part  to    th*  utmost  is   also  introduced. 

In  table  VII  the  number  of  all   types  of  buildln^^s  Is 
shown  for  a  period  of  six  yeers.   The  facts  show  that   the 
number  of  permanent   buildings  has   increased  from  723  in  1915 
to   1»046  in  1920,    and   the  number  of  class  rooms  from  3732 
to   5594.   Theso   facts   are   significant  if  we  consider   that  of 
the   total  3,017   temporaty  buildings,    there   are  only   6,147 
olass  rooms.    If  one  can  infer  from  this  number,    it  means 
that   the  temporary  buildings  will  gradually  disappear  and 
all   the  schools  will  be  housed   in   the   standard   school  build- 
ings.  The  table  shows  .\lso    the  fact  that  the  insular  gOT- 
erntient  is   increasing  annually  its  financial   support  for  the 
buildln.^  program,    and    its  inrestment  pf»r  pupil   attending 
school. 

With   the  problem  of  building  permanent  school  build- 
ings,   came   the  problem  of  selectin.c;   the  school   sites.   To 

39 
meet   this   problem   tlrie  followin';  plan        was   adopted. 


■'j'i.'^:    ^t! 


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47 


39.   Bureau  of  Education     Bull.   l<o ,   37,    pp.    21-23 

The  site   should  provide  space  large  enough  for  build- 
Ins^B,    and  rlay  ground «,    for  baot^'ball  and  other  games,    and 
for  a  school  garden. 

Ten   thouaaiid   squa  e   r^eters   for  a  central   school;    and 
fire    thousand   square  meters   for  a  barric    school. 

The  site  should  afford  eccess  and  privacy. 

Usually   the  municipalities  or   the  provincial  govern- 
ment  set  aside   lands  belonging  to    them.    In  some  oasps,    the 
site  Is  donated   by   some  private  individuals,    and  in  case 
no    such  site   is   available  from   the  public   land,    the  munici- 
pality or  the  provincial  government  purchases  land   that  is 
euitsd  for  a  school   site. 

Table  VIII    shows  the   total   nu-Tiber   of  school    sites, 
the  area  in  square  meters,    and    the  estimated  value  by  years 
for  a  period  of   six  years  from  1915  to    1920   inclusive. 


TABL3     VIII 
Riuiber,   Value  and   Area  of  School  Sites 


Year 

Ko.  of  Sites 

Area  in 
Square  Meters 

Estimated 
Value  Pesos 

1915 

2174 

20,055,452 

2,301,934.05 

1916 

2623 

22,378,309 

2,501,744.00 

l',)17 

2324 

35.386, 17D 

3,  242,?! 55. 00 

1918 

3198 

S8,  509 ,  339 

4,595,786.00 

1919 

■^647 

7^,767,302 

4, 107,  59:.. 11 

1920 

4041 

87.873,891 

4,710,625.84 

1.  3ata   taken  from  Bureau  of  iJducation  Reports  of  saine  years 


n-i    -.iju; 


e*; 


.»  woti    Aa,i 


:zt 


;—.— I  i.M  iiM.  i.-...,iii. 


48 


The  facts   show  a  remarkable  increese  in  the  number  of 
school   sites   from  2,174  in  1915   to   4,041   in  1920,    o.  gain  of 
1,867   in  school   sites   and  67,818,430   square  meters   in   the   a 
area.   This   is  significant,   "because   it  shows   that  an  effort 
is  being  made  both   by   the  Insular  and    the  local  govermnents 
iu  providinr;  adequate  lund?   available  for   the   school  grounds. 
Incidentally,    the   apparent  Increase   shows   that   the  municipal- 
ities  are  doin-r   their  best  to   furnish   school   sites   in  order 
to  get  the  building  allottment  from  the  Insular  governraent* 

Witli   the  building  J)ro?;ran.  came    the  problem  of  furnish- 
ing  the  building.   The  school  officials   realized    that  one  of 
the  previous  serious  defects  in  tlrie  selection  of  school  fur- 
niture was   that  the  furniture  was  selected  without  re.cfiard   to 
Its  adaptability  to   the  individual  need.  Previously,   durabil- 
ity had  been  the  only  basis  of  selection.   The   school  offi- 
cers realized   the   effect  of   this  problem  upon   the  health  and 
efficiency  of  the  pupil,    and  so  in  selecting  the  kinds  and 
types  of   furniture  for   school  uae,    a  set  of  graded   standards 
was  adopted.   The  desk,    for  instance,    should  bo  constructed 

40,  Bureau  of  Education  Bull,  Ho.   37,    p,   33 


for  two  pupils.   It  should  be  one  meter  in  length  and  thirty- 
five  centimeters   In  width,    .vith   about  four  per  cent  Sflope,    It 
should  have  a  shelf  for  holding  booJcs,    and  a  groove  for  the 
pencil,    and    the  height   should  be  graded   so   as   to    aeet   the 
pupil's  need.  As  for  blackboards,   hyoplatea  are  preferred. 


8i> 


•>-.i."       urT' 


^•MaI 


49 


Th«  cleanliness  of  the  whole  tuilding   is   in  charge  of 
a  janitor,    but  the   principal   and   the  supervising:   teachers   are 
hald   renponsitle  for   the  general  cleanlinea-.  of   the  "build- 
ing and   its  premise!?,  ab  a  rule   the  building  is  generally 
clean.    The  pupils   are  severely  reprinandsd    if  they  are  caught 
markinjs;   the  walls   and  furniture,   or  scattering  papers  on  the 
floors  and  around    the  premises   of   th&  school  buildings.   This 
matter  of  school   oleanllnass   snd  respect  of  property  is  gener- 
ally helped  Ly   the    oupils   theMaelv-^s  who   usually   taics   the  af- 
fair in  their  own  hands  through  their  school  orgcnizations. 

We  Eiai'  Infer  from  theee  fact»   that  the  Philippine 
public   school   system,    through  it*  officers,    i«  gradually  and 
effectively  meeting  its  building  problem,    and   the   tendency  is 
to  replace  all   the  old   temDorary  buildings  with  permanent 
standard  biiildiiiirs,  raodamly  furnirhed   and  hygienically  main- 
tained. 

PARI     VII 
School   (Enrollment  and  Attendance 

In  the   early  organisation  of   the  present  public  school 

41 
system  in   tha  Philippines,    <;ompulsory  attendance        was  re- 

41.   Senate  Documents,    56th   "Jor-iCreas,    2nd   session,   Vol.  11, 
p,   42  et.seq.     Also  Brown,    Arthur  Judson     "New  '.^ra  in   the 
Philippincft  '      pp.    251-256 

commended,    buL   no    compulsory  attendance  law  has   ever  been  es- 


S.n:iH. 


•  ihfm    » 


-.^t 


tablished.  The  reason  for  this  is  that  there  is  no  need  for 
such  a  law,  for  the  Filipino  p?irents  as  a  general  rule  v/ill  do 
every   honest  thing  in  their  power  to  send  their  children  to 
school,  ai.d  the  problem  therefore  lies  not  in  Making  the  i''ili- 
pino  children  attend  school,  but  in. providing  an  adequate  nizn- 
ber  of  schools  throughout  the  archipelago.  To  raeet  this  problem 
the  Insular  goyernraent  has  evolved  the  idea  of  allotting  a  cer- 
tain sum  of  money  to  the  building  fund  of  each  municipality, 
as  has  already  been  stated  in  part  five  of  this  chapter. 

In  table  VIII,  I  have  shown  the  average  monthly  enroll- 
ment by  'Trades  and  by  sexes,  the  total  average  monthly  enroll- 
laent  and  the  per  cent  of  the  total  nui;iber  of  girls  enrollea. 
The  data  show,  ss  illuftrpted  in  ^raphs  II,  III,  I'^'',  and  V  on 
pages  55  to  59,  the  apparent  increase  of  enrolLnent  from  the 
school  year  1910  to  1911  to  1919  to  1920,  and  the  increasing 
nU' ber  of  girls  in  riroportion  to  the  number  of  boys  . 

If  v.'e  look  at  the  graphs  II,  III,  IV,  and  V,  it  is  in- 
teresting to  note  that  the  enrollment  falls  down  during  the 
school  year  1912-1913.  If  we  lo  ;k  back  to  graph  I  in  part  II 
of  this  chapter  v/e  will  notice  that  for  the  same  year  the  num- 
ber of  schools  has  also  decreased,  and  probably  this  is  the 
reason  for  tiis  apparent  decrease.  The  fact  that  the  fall  in 
the  enrollment  is  only  in  the  primary  grade's  (graph  II)  seems 
to  establish  this  assumption.  Furthermore,  the  school  year  1912 
to  1913  was  the  year  when  more  penna- 


51 


TABLS  VIII 

A  Table  of  Enrollment  by 'Grade  and  by  Sexes,  and  the  Per 
Cent  of  the  Total  iluraber  of  Girls  Bnrolled  by  Year. 


Year 

^rimary 

Interusdiate 

Secondary 

To  tal 

'/o  Girl 8 

kr.ld 

PeiLBle 

Male 

Female 

Male       Fe- 
male 

1911 

278.909 

181,117 

16778 

4922 

2513 

450 

484^89 

38.06 

1912 

243.550 

156,717 

19.328 

5896 

3130 

559 

429,380 

38.00 

1913 

194.512 

121,551 

21840 

6798 

4005 

748 

34914&4 

36.95 

19X4 

292,277 

193,655 

28,764 

9393 

5746 

1104 

530,939 

38.46 

1915 

297,829 

196,431 

33,689 

12,031 

6998 

13  53 

548,321 

38.26 

19 IG 

213. 521 

.•:>'i:o  oy 

14509 

8832 

1868 

60  5,487 

37.96 

1917 

323.835 

214.505 

42,851 

17762 

10,961 

2638 

612,552 

38.30 

1918 

:5-19.744 

218.263 

45,784 

20,537 

11,974 

3,394 

619,699 

39  .08 

1919 

355.984 

256,519 

53i855 

27,480 

11,688 

3,888 

709;514 

40.58 

1920 

434,163 

322,663 

65662 

34938 

12,62314732 

874781 

41.41 

nent  schools  buildings  were  opened,  and  since  thess  schools 
were  located  mostly  in  the  center  of  the  towns,  it  was  evi- 
dent that  many  of  the  children  of  the  remote  districts  did 
not  have  the  opportunity  to  attend  school. 

We  notice  from  table  X  that  ttie  percentage  of  attend- 
ance based  on  the  monthly  enrollment  is  generally  over  90 
per  cent,  which  means  that  the  Bost  of  the  pupils  enrolled 
are  retained  in  the  schools  throughout  the  year.  In  graph  VI 
we  notice  that  the  number  of  pupils  promoted  from  year  to  year 
increases,  while  the  per  cent  of  the  failures  and  of  those 
who  dropped  out  decreawes.  This  in  part  is  an  index  of  the 
better  instruction.  But  if  we  examine  table  X,  however,  we 
will  notice  that  the  per  cent  of  pup^ils  atten  iinfc  the  public 
schools  daily,  if  computed  on  the  basis  of  the  total  nu:aber 


le 


52 


of  children  of  »chool  age,    is  very  low. 

It  is  obvious,    therefore,    that  while   th?>   public  schools 

are  able  to  keep  almost  all   the  pupils  enrolled  daily  in 

the  schools,    a  great  majority  or  about   two-thirds  of  the 

children  are   not   in  the  public   schools.   This  means    that   the 

public  school   system  has  not  as  yet  satisfactorily   served 

the  community,    and  before   it   ever  accomrilishes   its   pur  ose, 

the   system  must   reach   almost  all,    if   not  entirely   all,    the 

children  of   school  age. 

page   60 
As  we  may  notice  in  grajjh Vll/the  numuer  of   school 

population  attending  scnools  daily  is   rather  irregular  from 
year  to  year,    but   the  tendency   shows   progress  in  increase 
in  the  number  of  children  that  is  bein'^  gradually  reached  by 
the  public    schools,    as   the  number  of   school  buildings   in- 
creases. 

Another  item  that  we  will  notice  in  table  X  is   the 
small  percentage   of   the   attendance   in   the   secondary  schools, 
which  indicates    that   the  dec^ree  of   th3   schS^s-stic   attainment 
of  the  general  population  is  rather  low,  A^ain,   we  v/ill  no- 
tice  that   the  percentage  that  boys  were  of  girls  is   low,    and 

this  means   that   the  majority  of  the  ^irls  are  either  not  at- 
tending schools  or  they  go   to   the  private  schools.   The 

facts   in  table  VIII  and    tq^ble  X,   however,    show    that  the  per- 
centage  of  girls    is  increasing  from  year  to  year  and    that  in 
1920,    Alfo  of  the    total  average  monthly   enrollment  in   the 
public   schools  was  girls,    and   Z7%  of   the 


\umao&  s  lit 


OQ 


.t»9M»XO 


''fifttis'^fy 


93 


public  ochools  was  c^irls,  and  37  '  as  over  and  against  the 
17^  in  1911,  of  the  enrollment  in  the  secondary  schools, 
was  girls. 

In  determining  the  effort  of  the  country  in  educating; 
its  people,  we  must  take  into  consideration  the  service  of 
the  private  schools  in?-:smuch  as  they  play  an  important  part 

in  educating  the  people.  In  the  Philippines  there  were  in 

42 

1919,      300   of    these   schools  with   an   enrollment  of  38,544 

42.  Facts  and  Figures  -bout  the  Philippines  p.  81 

pupils.  These  schools  were  recognized  by  the  government  and 
they  were  composed  of  157  primary  schools,  90  intermediate 
schools,  35  high  schools,  and  18  colleges. 

All  these  facts  tend  to  show  that  there  is  a  decided 
progress  in  the  Philippine  school  system,  and  that  it  will 
be  only  a  question  of  years  when  the  public  schools  will 
reach  a  great  majority  of  the  children.  What  the  Philippines 
need  is  the  buildin^n;  of  more  schools,  and  the  a  compulsory 
attendance  law.  It  is  true  that  the  parents  and  the  children 
themselves  go  to  school  without  being  told  to  do  so.  Still, 
such  a  law  may  be  neeed  often  to  reauh  the  children  viho  by 
reason  of  the  economic  and  the  industrial  necessity  will  no 
longer  find  it  possible  to  go  to  school. 


tc; 


*^.    ■»    .-.  - 


teiB 


>iu- 


54 


TABL3  IX 


Percentages  of  the  Total  Average  School  Attendance  and  the 

Attendance  by  Grades 


Year 

High  oohool 
Attendance 

Intermediate 
Attendance 

Primary 
Attendance 

To  tal 
Attendance 

1911 

95 

01 

79 

80 

1912 

97 

93 

83 

83 

1913 

97 

94 

87 

87 

1914 

97 

94 

87 

88 

li^l5 

96 

94 

89 

90 

1916 

96 

94 

90 

90 

1917 

96 

94 

90 

91 

1918 

96 

U 

91 

92 

1919 

92 

91 

88 

i8 

19^0 

95 

93 

91 

91 

XI 


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o 


GRAPH      II 

"umter   of  Pupils  jEnrdll^d  by  ;Sexes 
in   the  Primary  ;Gr ad es 


450,000 
400,000 
55:, 000 
30.0,000 
250,000 
^^00,000 
150,000 
100,000 


7- 

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r'  ' 

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n   L 

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t. 

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'12 

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'l:j 

M5 

•  I,'- 

UB 

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'rfQ 

Years 


>- 

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.:er   of 
in  th( 

.'olled  "by  Sexes 
2   Interzaedia;te   Grades 

7  Z  ,  0  0  0 


65,000 


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55,000 

50.000 

03 

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45,000 

3 

a^ 

• 

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<-  V-  ,   ^  „  „ 

3:,D0D 
25,000 
2Q , 000 
15, 3  DO 
10,000 


III 


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15 


i^. 


17 


|: 


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^ 


/ 


/ 


^ 


♦  Years  -^ 


^1 


GRAPH      IV 


lIuniTDer   of  Pupils  Snreill'ed  "by   Sexes 
in   the   Secondary  :|Grades 


0> 

rH 
•H 

P4 

o 

• 

p 

14,D00 
13.000 
12,000 
11,000 
10,000 
9,000 
8,000 

7,000 
6,000 
5,000 
4,000 
3,000 
2,000 
1,000 


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fears 

— . 

K 

GRAPH     V 

Total  lIurnDer  of  Children  Enrolled  in  All 
Grades  l)y  Years 


a 


-H 

Pi 

o 


1,000,000 
900<;0<30 

800,000 
700,000 
600,000 
500,000 

400,0': 

300,000 
200,000 
100,000 


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GI^APH  VI 


100 


Relative  Percentage  o^f— Pupils  Promoted, 
failed,  and  Dropped  Out  of  Sahool  "by 

ty  Year 


Years 


GRAPH  _VII 

Per  Gent  of  Population  Attending  Sahool  Daily 
•ni  Average  Days  Attended  "by  Each  Child  of 
ochool  Age,  Per  Gent  High  School  Attendance  ¥as  of 
Total  Attendance.  (See  table  X) 


CI 

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u 

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fl1 

to 

05 
-P 

o 


r-  Yea] 

rs  --r 

62 


PART  VIII 
The  School  Finances 


The  Philippine  public  school  system  is  entirely  sup- 

43 
ported  by  the  people  through  a  well  regulated  taxation. 


43.  Bureau  of  Commerce  and  Industry,  Statistical  Bull.  Ho,    8 
pp.  173-178    (1918) 


The  money  for  school  purposes  comes  from  three  sources:  from 
the  Insular  appropriation,  from  the  provincial  and  municipal 
funds,  and  from  voluntary  contribution  in  the  form  of  cash 
donations,  free  labor  and  gifts  of  land  and  buildings. 

The  Insular  government  pays  all  the  expenses  for  the 
general  administration  of  public  schools,  the  salaries  of  the 
American  an;J  the  Filipino  Insular  teachers,  and  the  entire 
cost  of  the  Insular  school  buildings,  and  also  the  greater  part 
of   the  cost  of  the  municipal  school  buildings. 

In  order  to  obtain  the  allottment  from  the  Insular 
govern  lent  for  the  school  buildings,  the  municipal  council  has 
to  unr.d   an  application  for  it  through  the  division  superintend- 
ent with  a  copy  and  statement  certified  by  the  superintendent, 
statin;?;  that  the  average  daily  attendance  in  their  municipal 
school  does  not  fall  below  forty,  the  amount  of  money  avail- 
able for  th'-!  Bchool  building  in  the  municipal  fund,  and  the 
description  of  "Qe  site  where  the  school  will  be  built. 

Table  XI  indicates  the  sources  and  the  amount  of  money 


■^u  Pi'TP. 


Jbna  s : 


-ox  i 


,  ::nci:^. 


oo 


in  Philippine  currency  expended  annually  for  school  purposes. 


TABL}5  XI 

The  Sources  and  the  Amount  of  J.Ioney  in  Pesos  Expended  Annually 

for  School  Purposes: 


1     Total 
ion 


Year 


Insular 


Provincial 


Municipal 


Voluntary 
Contribut 


1911 


3,7  23,9  6  6. 49 


20%_286.64 


2^.56,450  >  12 


ITo    dnte 


6,447,715.25 


1912 


4254,522.34 


27'i_272.43 


4213,^91.36 


6007.30 


6748893.40 


1913 


4,460970.95 


58  6,421.10 


2,455,660.18 


198,544.46 


7,411,49  6.6^ 


1914 


4,589,753.99 


472538.29 


2303.304.34 


344-432.68 


7,710,009.30 


.915 


4,905,296.16 


443166.9  6 


2;L64,813.69 


374,982.31 


7,888,259.12 


1916 


4,7  37715.98 


463,843.76 


2,394,737.79 


349,743.10 


7^916,0  90.63 


1917 


5,176,736.48 


431018.20 


3,614,513.70 


478,802.61 


9,G0U23.9  3 


1918 


60  67,277  .33 


715.614.63 


4,393.306.01 


617,399  .77 


11499,099.74 


1919 


10,086449.92 


468,0  24.58 


v\715,552.0  5 


682.549.58 


15,584,422.14 


1'320 


12,80^247.33 


468124.53 


3,715,552.0  5 


799,537.84 


17,73  5,462.30 


1.   One   Toeso   eauals   fifty   cents    in  Uniced    States   currency. 
Data  used  here  is   taken  from  reports   of   the  Director  of  3duca- 
tion  for    the   sa!ne  years. 


It   is   apparent   from  this    ta  )le   that   the   annual   expendi- 
ture for   school  purpos-'s   of  "both   the   Insular  and   local  govern- 
ments  is   increasing.    It  is    important   to    note   the   attitude   of 
the  people   toward    the  public   schools   as   is   indicated   by    the 
amount   of   contribution  which  rose   from  6,007.30   pesos   in  1912 
to   799,557,84   pesos    in   1920.    This   apparent   increase   in   the   ex- 
penditures  for   school   purposes    is  well   illustrated    in  graph 
VIII.    In  comparing,    however,    the   expenditures   of   the   Insular 
government  with   its    total   annual   expenditures   for   the  years 
1915   to    1920    inclusive,    I   found    the   interesting   facts   as    shown 
in   table  XII . 

From  this    table  we  will   notice    that   the   amount  of   the 


'Ill 


o 
m 

0) 
•H 

I 


Total   and    the   ivelative  A:nount   of  Honey   Expended 
Annually  for  School  Purposes  by  the  Insular  and 
Provincial    and  Municipal  Governments : 

2o;ooO:,o;oo 


19,0.00,000 
18,000,000 
17,000,000 
16,000,000 
15,000,000 
14,000,000 
ir^,  0  00,  000 

i<a,ooo,ooo 

11,000,000 
10,000,000 
i*, 030,000 
8,000,000 
7,000,000 
6,000,000 
5,000,000 
4,0  00,000 
3,000,000 
2,000,000 
1,000,000 


-Years 


65 


TABLE  XII 

The  Total  Annual  Expenditures  of  the  Insular.  Govermaent  and 
the  Per  Cent  Expended  for  School'  Purposes:  . 


Year 

Total  Insular  ^ 

Expenditures 
in  Pesos 

Amounts. 
in  %   ex- 
pended 

for 
schools 

Expenditures'^ 
for  Economic 
Development 

Expenditures 
for 
Education 

1915 

38.097,201 

12 

10,849,043 

4,905,296 

1915 

4:, 9-6, 313 

11 

14,459,20  3 

4,707,716 

1917 

45,403,717 

11 

14,426,761 

5.176,786 

1918 

57,49  6,043 

11 

21,349,776 

6,0  67,:a77 

1919 

^6,542, 5S6 

14 

.''4,6D9.992 

10,086,449 

19  20  , 

114,420,460  -^ 

1  1 

No  data 

1.  Coamerce  and  Industry,  Statistical  Bull.  Ho.  8,  p.  174, 
1913;  also  'Philippine  Resources  and  Opportunities,  p.  19 

2.  Data  taken  from  Statesman's  Yearbook  p.  649  (1921) 

3.  Supra,  Note  1. 

Includes  expenditures  on  conservation  of  natural  resour- 
ces, developimnt  of  commerce  and  agriculture,  regulation 
of  public  utilities,  Philippine  publicity,  development 
of  arts  and  sciences,  operation  of  commercial  and  indus- 
trial units,  corporate  investment,  and  ad^^ances  to  railway 
companies. 


insular  expenditures  for  school  purposes  is  almost  constant 
for  a  period  of  six  years  when  such  expenditures  is  compared 
with  its  total  annual  expenses.  We  will  note,  however,  that  in 
1919,  the  Insular  expenditures  for  education  were  high,  being  . 
fourteen  per  cent  of  its  total  expenses  for  that  year,  l3ut  this 
was  probably  due  to  the  fact  that  in  this  year  the  first  a- 
mount  from  the  3,919,000  Insular  appropriations  for  general 
education  was  expended. 


I  riex 


66 


Another  interesting  fact  from  the  dc.ta  given  in  table 
XII  is  that  the  expenses  for  education  is  the  second  largest 
item  for  which  the  Insular  money  is   expended.  This  fact  fair- 
ly indicates  the  position  of  the  Bureau  of  Education  in  the  In- 
sular government  in  the  point  of  finance. 

As  far  as  the  Insulai-  support  for  the  maintenance  of 
the  puhlic  schools,  it  is  evident  from  these  facts  that  the 
government  has  "been  always  liberal.  The  problem,  however,  lies 
in  the  Instability  of  the  local  funds  for  the  school  support. 
From  ta'^)le  XI  and  in  fT;raph  VIII,  v/e  will  notice  that  the  pro- 
vincial and  the  municipal  school  expenditures  in  1919  were 
247,000,05  pesos  less  than  that  in  1918.  This  decrease  has  to 
be  covered  by  the  Insular  governnent,  and  the  problem,  there- 
fore, is  to  insure  the  stability  of  the  local  school  fund  in 
order  that  the  Insular  fund  can  be  saved  from  such  fluctuation 
and  prevent  the  addition  of  the  further  financial  burden  to 
the  already  considerable  financial  burden  which  the  govern- 
ment usually  assumed,  5\irthermore,  inasmuch  as  the  Insular 
fund  can  be  otherv/ise  devoted  to  the  further  extension  of 
popular  education  by  strictly  devoting  it  to  the  needs  of  the 
poorer  communities,  it  should  be  only  fair  that  every  pro- 
vince and  every  muiiicipality  Ghoald  be  ex^jecled  to  raise  a 
certain  quota  in  proportion  to  its  local  wealth  before  such 
aid  from  the  Insular  government  should  be  given.  This  prob- 
lem can  be  met  in  several  ways.  Certain  legislation  that 
may  either  increase  the  tax  on  real  estate  from  one  per  cent 


67 


to  two  or  three  per  cent,  the  increase  of  poll  tax,  or  the 
establishment  of  fixed  local  funds  from  the  amount  of  the 
gross  revenues  accruing  annually  to  the  provincial  govern- 
ments. 

Thus  far  the  facts  indicate  that  the  annual  expendi- 
ture for  school  purposes  of  both  the  Insular  and  the  local 
governments  has  increased  considerably  from  1910  to  1920.  The 
next  ta. le  will  indicate  the  annual  progress  of  the  Philip- 
pine public  schools  on  the  basis  of  wealth  behind  each  child 
attending  school  daily,  invested  in  the  instruction  and  in  the 
permanent  improvement. 

1 
TATnLH  XIII 


Average  Annual  Cost  per  Child  Attending  Daily  in  Terns  of  the 

Pollowin  ■: 


Year 

Cost  per  Pupil 
in  Permanent 
Improvements 

Average  An- 
nual "^vpendi- 
tures  per 
Child  At- 
tending. 

Average  An- 
nual Expend- 
iture per 
Child  of 

School  Age 

Expenditure 
per  Teacher 
for  Salaries 

1911 

No  data 

13.12 

5.06 

35.84 

1912 

Ho  data 

20  .  50 

5  .  30 

44 .  28 

1913 

1  '.22 

17.29 

4.16 

43.13 

1914 

12.44 

16.95 

4.8  7 

38.25 

1915 

15.41 

17.85 

4.93 

39.20 

1916 

17.36 

16.80 

5.00 

35.45 

1917 

16.7)0 

18.67 

5.75 

34 .  50 

1918 

19.57 

22.05 

6.89 

44.82 

1919 

20.98 

31.0  4 

9.-^.4 

46.92 

19  20 

21.50 

28.76 

10.65      1    u2.44     1 

1.    Avfes'    Index  Nvimber  for   State   School   System  pp.    18-19 


,-J 


68 


In  general  we  may    infer  from   these   facts    that   although 
there   is   an   apparent  variation  every  yeax ,    still    there    is    a 
tendency   to    increase    in   the   cost   per   pupil.    The  variation   is 
due   to    the   difference    in   the  amount   of  raoney  which   the   Insu- 
lar government   appropriates   for   instruction  and   for  permanent 
improvements,    and   in  the   case   of    the    teacher's    salary   the  var- 
iation is   due    to    the    increase   or  decrease   in  numher  of  i'^ilipi- 
no    teachers   who    receive   a  much   lower  average   salary   than   the 
American   teachers   as    I   have   shown   in   tahle  V,    part   IV  of   this 
chapter. 

This    apparent   increase,    however,    will   not  be   of   signi- 
ficance unless  w?  have   an  idea  of    the  wealth    that   is   "behind 

the   child   who    is   attending   the   school  daily.   Accordin/^   to    the 

44 
Report   of    the   Bureau   of   Commerce   and   Industry,         the  value   of 


44.   Bureau   of   Commerce    and   Industry,    Statistical  Bull.   ITo .    8 
p.    180 


taxable   real    estate   property   in  1918   v/as   755,028,060   pesos 
which  means    that  for   each   child   in   school    in   that  year   there 
were   1,448.14   pesos   behind  him.    As    it   is   reported    in  Ayres' 
"Index  Tumber  for  State   School   System"    (page   39)    Porto   ftico's 
per  capita  wealth   in    1919   was    $200    or  400   pesos.    This  was   on 
the  basis   of   the   entire  population,    and    the   per  capita  wealth 
of   the  Philippines    on   the  basis   of   the    entire   population  in 
1918  was   72.9  5   pesos.    This  means   that  Porto   Rico   has  more   than 
three    times   as   much  wealth   at    the   back   of  each  pupil  as    the 


'  69 


Philippines  have,  and  yet  Porto  Rico  spent  less  than  tv/ice 
as  rauc -  as  the  Philippines  spent  for  each  pupil  of  school  age, 
and  for  each  pupil  attending  school  daily.  This  does  not  mean 
however,  that  the  Philippine  governinent  should  feel  satisfied 
for  t}\i3  reason.  As  I  have  shown,  the  real  wealth  behind  each 
pupil  attending  school  is  1448.14  pesos,  and  therefore,  on  the 
basis  of  the  present  school  attendance,  the  government  has  not 
yet  felt  the  "burden  of  taxation  for  the  school  support. 


CHAPT3R   III 

Pro/7;ress  of  the  Philippine  School  System  by  Years  in  Terras  of 
Ayres'  Index  ITumber  for  State  School  System. 


By  way  of  summarizinp;  the  findings  in  chapter  11,  we 
found  that  the  Philippines  have  a  progressive  public  school 
system  liberally  supported  by  the  government,  and  tBiat  this 
system  is  centrally  controlled  and  that  at  pres-iint,  the  weak- 
ness of  the  system  lies  in  the  arreat  ma,iority  of  its  teachers 
of  low  scholastic  attainment,  and  in  the  fact  that  as  yet  it 
is  only  serving  one- third  of  the  entire  population  of  school 
age.  To  meet  this  problem,  T  suggested  the  passing'-  of  a  com- 
pulsory attendance  law;,  the  raising  of  taxes  for  the  support 
of  schools;  more  adequate  agencies  for  the  training  of  tea- 
chers; and  the  employment  of  more  teachers  of  good  training  and 
of  high  scholastic  attainment  and  at  an  increased  salary. 

The  question  nov/  that  will  present  itself  is  just  how 
far  has  the  Philippine  pu;;lic  school  system  progressed  in  com- 
parison with  the  r)ro'-ress  of  the  public  school  system  in  the 
other  countries.  For  this  purpose,  I  have  here  prepared  a  table 
)No.  14)  based  on  Ayres'  "Index  Kximber  for  State  School  Sys-  . 
terns",   which  shows  the  degree  of  progress  of  the  Plxilippine 
1.  Ayres,  Leonard    An  Index  '"umber  for  State  School  Syste^ns 


VI 


school  system  when  compared  with  the  State  school  system  in  the 
United  States,  and  with  the  public  school  system  of  Porto  Kico. 

The  Philippine  public  school  system  was  organized  and 
patterned  on  the  county  system  of  the  several  states  of  the 
United  States,  and  for  this  reason,  the  oomparison  is  feasible, 
and  justifiable.  There  is  one  great  difficulty,  however,  that 
should  be  solved  before  ^he  comparison  coula  be  made.  This  is 
the  Toroblem  of  the  different  v^Iua  between  the  United  States 
and  the  Philippine  currency.  A  Philippine  peso  is  worth  only 
fifty  cents  in  United  States  money,  and  therefore,  if  the  Phil- 
ippine money  is  reduced  to  the  actual  money  value  of  the  United 
States  money,  it  v/ould  result  in  a  very  low  iiidex  for  the  Phil- 
ippine school  system. 

This  seems  to  rae  not  fair  to  the  Philippine  public  school 
system,  because  we  are  ineasuri^  ■•  -^  ^re  the  school  system  in  terms 
of  the  effort  that  is  behind  each  school  system.  And  inasmuch  as 
the  Philippine  peso  would  buy  as  much  in  the  Philippines  as  a 

United  States  dollar  would  buy  in  the  United  States,  as  the  com- 

2 
parative  cost  of  the  commodities  in  both  countries  indicates. 

2.  Bureau  of  Gom^nerce  and  Industry,  Statistical  Eull.  p.  214-5 


For  this  reason  I  therefore  decided  to  compare  the  index  numbers 
of  the  school  system  of  both  countries  and  with  Porto  Hico,  with- 
out  reducing  the  Philip-oine  peso  into  its  actual  money  value  in 
terms  of  the  United  States  dollar. 

The  items  which  Ay  res  used  in  making  his  index  nujnber  of 
the  state  school  system  are  ten  in  number,  and  they  are  as 


72 


follows : 


2.  Ayres,  Leonard   Index  lluraber  for  State  School  System 
\  pp.  lS-19 

1)  The  per  cent  of  school  populat.ion  attendint^  school 
daily.  This  is  entered  in  the  index  in  per  cent  and  it  is  oh- 
tained  by  dividing  the  total  averaf^e  daily  attendancf^  by  thn 
nu'nber  of  children  of  school  age. 

2)  Average  days  attended  by  each  child  of  school  age. 
This  i'3  also  entered   n  p'^r  cent.  It  is  one-half  of  the  nuraber 
found  by  dividing  the  aggregate  days  of  attendance  by  the  nun- 
ber  of  children  of  school  age. 

3)  Av-ra.-9  nii^nber  of  days  school  vf^.v-^.   Icep-'i.  open.  _--i.^  is 
ent-^red  as  one-half  of  the  actual  number  of  days  that  the 
school  is  kept  op-^.n  during  the  entire  school  year. 

4)  Per  cent  that  liirtn  school  attendance  was  of  total 
attendar.ce.  This  is  "ntered  as  three  tines  the  percentage  that 
the  high  school  pupils  are  of  all  pupils  attendiru^. 

5)  Per  cent  that  boys  \vere  of  frirls  in  the  schools  or 
vice  versa.  It  :!'^pends  upon  which  of  the  two  sexes  has  a  ma- 
jority in  the  high  school  enroll. ae.;t.  It  is  obtained  by  divid- 
ing the  lesser  number  by  the  larger  number. 

6)  Average  annual  expenditure  per  child  attending.  Thus 
in  preparing  the  index  for  the  Philippine  schools  this  is  en- 
tered in  pesos  and  it  is  the  msult  of  dividing  the  total  annu- 
al expenditures  for  school  purposes  by  the  average  daily  at- 


73 


tendance . 

7)  Average  annual  expenditure  per  child  of  school  age. 
This  is  also  entered  in  pesos  and  it  is  obtained  by  dividing 
the  total  annual  expenditure  by  the  nuMber.of  children  of 
school  age. 

8)  Average  annual  expenditure  per  teacher  employed.  This 
is  entered  also  in  pesos,  and  it  is  obtained  by  dividing  the 
total  annual  expenses  by  the  total  number  of  teachers  employed 
and  by  24.  The  result  thus  obtained  is  equal  to  ono-half  of 
the  monthly  expenditure  per  teacher. 

9)  Expenditure  per  pupil  for  purposes  other  than  tea- 
chers' salaries.  This  is  entered  in  pesos  and  it  is  obtained 
by  dividing  the  total  expenses  less  the  amount  paid  for  tea- 
chers' salaries,  by  the  average  daily  attendance. 

10)  Expenditure  per  teacher  for  salaries.  This  is  also 
entered  in  pesos  and  it  is  obtained  by  dividing  total  expendi- 
tures for  teachers'  salaries  by  the  number  of  teachers  employ- 
ed, and  by  12,    thus  giving  the  result  as  the  average  raonohly 
salary  oer  tea':;her. 

This  ■--'■-  ^  in  o(^if\ecl    to  b  ?  a  v;ell  established  statis- 
tical device  for  measuring  changes  in  v/holesale  and  retail 
prices  and  the  rate  of  wa.c^es  over  a  long  period  of  time, 

3.  Ibid.  p.  12 

Ayres    selected    tliese    ten  sets   of   educational   dsta  because    they 
are  more   or  less   fair  ineasures   of   efficiency   of  any  school 


74 


system,  and  "because  each  of  them  can  be  readily  statei^  in  per- 
centage terms.  Increase  in  them  means  improved  educational  con- 
ditions and  decrease  means  poiir  conditions, 

V/orkir.g  on  the  haGis  of  this  scheme,  therefore,  I  ob- 
tained the  following;;  result  as  shown  in  the  following  table. 

We  will  note  from  this  table  and  from  graph  IX  following 
that  the  annual  in/^  e:c  of  the  Philippine  public  school  system  is 
showing  progress.  It  Is  important  to  note,  however,  that  there 
has  been  irregularity  in  the  progress  of  the  school  system  in 
the  previous  years.  For  instance,  in  the  school  year  1911  the 
index  number  of  the  school  system  was  26.^8.    In  1912  this  had 
increased  to  29.53  and  then  it  decreases  again  to  27.07  in  1916, 
Prom  this  year  on  the  annual  index  of  the  Philippine  school 
system  has  reached  to  36.75  i,  lj'20.  This  is  a  point  which 
is  v/orth  cosideration.  The  Philippine  public  school  system 
has  progressed,  but  the  progress  has  not  been  regular  from 
year  to  year.  But  this  irregularity,  hov/ever,  is  due  to  the 
various  factors  which  have  already  been  discussed  elsev/here. 

For  the  purpose  of  comparison,  and  to  find  out  just 
where  the  Philippine  public  school  system  stands  when  it  is 
compared  with  the  public  school  system  of  Porto  Rico,  I  have 
in  tabl"  XV  thrown  together  the  components  and  index  nambers 
of  both  thePhi lippine  public  school  system  and  the  public 
school  system  of  Porto  Rico. 

^e  will  notice  from  this  table  that  the  Philippines 
lead  in  all  th'^  ten  items  except  in  ite;a  five  v/hich  is  the 


75 


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Graphical  RepresentatioTi   of    t'le   Average  Annual 
■"Expenditure  per  Child  Atteiidiif:^  School  Daily;;  per 
Child   of  School  Age;    per   Teacher  Illmployed ;    Ex- 
penditure per  Pupil  for  Purposes   OtherThan  Tea- 
chers'   Salaries,    and   per  Pupil   for   Salaries. 


ca 

o 

CQ 


-(J 


fin 


50 


40 


20 


g       IC 


-Yec^rs- 


Note:  (6)  Average  annual  eapenditura  par  oMld  attending  d=.ily. 
v7)  Average  annual  oxpenaiture  per  chii-  of  ^ohooi  age. 
(3)  Average  einnual  expenditure  per  teacher  employed. 
(9)  Expenditure  per  pupil  for  purposes  other  than  teachers',  salar: 
(10) Expend iture  per  teacher  for  salaries. 
(See  table  XIV) , 


riraphicial  Sepresentatio^n  of   theiiiPrd-greas   of 
t?;e  Philippine  School   System  in  Tenns  of   the 
Annual   Index . 


50 
45 
43 
3o 


20 
15 

10 


JJ_ 


LLZl 


'  14- 


±1 


:^a. 


Yeai 

'0 

77 


Components  and  Index  Kximbers  of  the  Philippine  Public  Schools 

ar-r''  the   Public  ochoil  System  of  Porto  Rico  for  the  Year  1918. 


Iteias 

P.    B.A 

P.    I. 

1.   Per   cent   of   school   population  at- 
tendin/T   school  daily 

24.74 

30.08 

2.   Avera.o^e   days   attended   "y   e;-Gh   child   of 
school   a,^e 

21.65 

26.32 

3.    Average  nuiaber   oi    days    sciiools  were 
kept  0T3en 

B7.50 

87.50 

4.   Per   cent    that  hif^h    school   attend- 
ance v/as    of   total   attendance. 

7.2  J 

8.09 

5.    Per   cent   that  hoys   were   of  ^irls 
ir,  hi  'h    schools 

9  5.22 

33.55 

6.    Avera^'^e   expenditure  per   child   in 
av era;''  e   a t  i e nu an o e 

21.85 

31.04 

7.    Average   expenditure  per   child 
of   school   a^e 

5.41 

9.. -^4 

3.   Avera-^e    expenditure  per   teacher 
e!:i-ployed 

35.24 

44.99 

9.   Expenditure   per  pupil   for  purposes 
other   than   teachers'    salaries 

13.71 

29.21 

10.   Expenditure   per   tepcher   employed 
for   salaries 

40.31 

44.28 

The  Index  Number  (1918)   35.7  5    34.44 


1.  Data  for  Porto  Rico  is  taken  from  Leonard  P.  Ayres'  "An 
Index  Nu:nber  for  State  School  Systems"   p .  37 


percentage  that  boys  were  of  girls  in  the  high  schools.   In 
part  7III  of  chapter  II,  I  stated  that  the  per  capita  wealth  of 
the  Philippines  in  1918  was  72.95  pesos  while  the  per  capita 

wealth  of  Porto  Rico  was  $200,  and  the  per  capita  wealth  of  the 

4 
poorest  state  in  the  United  States  was  about  $800   and  yet  in 

4.  Ayres,  L.P.  "An  Index  i\^um:er  for  State  School  Systems"  p.  39 


terms  of  effort  behind  the  public  schools,  the  Philippines  lead 


78 


seven  of  the  states   in  the  UnitGd  States  and  are  next  to  Porto 
Rico,  as  the  following  table  may  indicate. 


TABLE  XVI 

Index  ITum'bers   of   States   Including 

pines   in  1918. 


Montana 

California 

Arizona 

i\e"V7  Jersey 

District  of  Columbia 

Washinrrton 

low^ 

Utah 

Massachusetts 

Michigan 

Connecticut 

Ohio 

New  York 

Colorado 

North  Dakota 

ITevada 

Indiana 

Jdeho 

Minnesota 

Oregon 

Pennsylvania 

Febraska 

Hawai  i 

Illinois 

Wyoming 

Rhode   Island 


76 
71 
66 
66 
64 
64 
62 
61 
61 
60 
60 
60 
59 
59 
59 
59 
59 
59 
58 
58 
58 
57 
57 
57 
57 
56 


Porto  Rico  and  the  Philip 

Kansas 

55 

Canal  Zone 

55 

South  Dakota 

55 

New  Hampshire 

54 

New  Mexico 

53 

Vermont 

52 

Wisconsin 

51 

Missouri 

50 

Maine 

47 

Oklahoma 

44 

Maryland 

43 

Delaware 

42 

Texas 

41 

Florida 

38 

West  Virginia 

38 

Virginia 

35 

Tennessee 

35 

Kentucky 

35 

Porto  Rico 

35 

PhiliTDi^ines 

M 

Louisiana 

34 

Geornria 

33 

North  Carolina 

31 

Alabama 

31 

Arkansas 

30 

Mississippi 

30 

South  Carolina 

29 

Note:   Data  used   in  this    table   except   that  of   the  Philippines 
v/as    taken  from  Leonard   P.   Ayres'    Index  Niamber  p.    53 


If  the  Philippine  peso  is  reduced  into  its  money  value 
in  terms  of  Americar,  currency,  the  index  number  for  the  Phil- 
ippine public    school   system  is   reduced   from  34.44   to   26.50,    and 


.:C 


iK 


79 


this  would  place  the  Philippines  three  points  "below  the  state 
of  South  Carolina  which  had  the  lowest  index  number  in  1918. 
As  I  have  shov/n  before,  ho-wever,  to  reduce  the  Philippine  peso 
to  the  United  States  dollar  is  not  fair  to  the  Philippines  when 
it  conies  to  measuring  the  relative  effort  that  is  put  by  each 
of  the  countries  behind  their  respective  school  systems.  Por  , 
this  reason  therefore,  34.44  is  the  actual  index  number  for  the 
Philippine  public  schools. 

In  the  light  of  all  these  facts  one  can  fairly  assume 
that  the  Philippine  public  school  is  not  behind  when  it  is 
compared  with  the  state  public  school  systems  in  the  United 
States,  and  that  the  government  has  done  and  is  doing  its  best 
to  support  the  system.  The  public  school  system  has  just  begun 
its  work,  and  so  far  it  has  reached  only  about  on'?- third  of  the 
children  of  school  a^e.  It  has  already  done  wonderful  and  com- 
mendable service  to  the  i'ilipino  masses.  But  it  needs  however, 
well  trained  and  adequately'  paid  men  in  the  service,  and  when 
this  is  realized,  one  can  only  speculate  as  to  the  future  ser- 
vice of  this  most  important  institution  in  the  raaking  of  the 
Filipino  people. 


80 


BIBLIOGRAPHY 


BOOKS 


Freer,  V/illiar.i  Bowen 

The  Philippine  Experience  of  an  -^I'lerican  Teacher 
^:^.    47-110;  275-313 

Brown,  Arthur  Judson 

The  Tew  "''^ra  in  the  Philippines 
pp.  241-256 

Craig,  Austin 

Philippine  3.^rogress  Prior  to  1898 
pp.  79-91;  1-77  . 


DO^UMiill-TTS 

The  Philippine   Comraission     1900       Vol.    1,    pp.    17-43 
The  United   states  Philippine  Coirmission      1900-01 

Vol.    2,    pp.    133-143 
The  United   States  Philippine  Commission     1902 

"^ol.  2,  pp.  867-890 
Senate  Documents,  50th  Congress,  2nd  Session 

Vol.  11 129,  pp.  37  et.  seq. 

United   States   Congress  Documents        Vol.    3,    pp.    19   et.    seq 
Report   of    the  Philippine   Commission        1904-190  5 

Vol.    2,    p.    3   * 


BURTllAU  OP  EDUCATION  R'^^PORTS 

Reports  of  the  United  States  Educational  Bureau 

Education  in  Cuba,  Porto  Rico,  and  the  Philippines 

Report  of  1898  Vol.  1,  pp.  909-983 
The  Present  Educational  Movement  in  the  Philippines 
Report   1901,  1902  Vol.  2,  pp.  1319-1440 
Report   1906,  1907  Vol.  1,  pp.   141-364 

Puhlications  of  the  Bureau  of  Education  of  the  Philippines 

The  Bureau  of  Edu^fition  Reports  "beginning  in  1903 
The  Bureau  of  Education  Bulletins 


81 


BI-^  IG.r  ■.v.-.IY--GOKTIlIU!'ID 


Service  -anual  for  the  Bureau  of  Education 

Bull.  IIo.  54 
Courses  of  Instruction  for  Public  Schools 

Bull.  ¥.0.    7 
High  Schools  and  Secondary  Instruction 

Bull.  ITo.  26 
Interniediate  English 

Bull.  No.  42 
Program  for  Labor  Day  and  other  Special  Holidays 

Bull.  T.o.    50 
School  Buildings  and  Grounds 

Bull.  No.  37 
School  Buildings,  Plans,  and  Specifications 

Bull.  llo.  38 
School  of  Household  Industries 

Bull.  ITo.  45 
Libraries  in  the  Philippine  Public  Schools 

Bull.  ]Jo.  44 
School  and  House  Gardening 

Bull.  Ho.  31 
Oonstructive  Lessons  in  Enr^lish 

Bull.  No.  29 
Course  in  Mechanical  and  Free  Hand  Drawing 

Bull.  ITo.  11;  Bull.  Ho.  32 


PAMPHLETS 

Facts  and  Figures  about  the  Philippines 
Bureau  of  Printing,  Manila,  P.I. 

Philip-oine  Resources  and  Opr)ortunities 

United  States  Commercial  Agency  1921 

Bureau  of  Commerce 

Statistical  Bull.  ¥o,    2,  pp.  25-52,  174 


U-  C.  BERKELEY  LIBRARIES 


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